Peralta Community College District
Peralta Community College District
Program and Course Approval
Process Manual
For Faculty and Administrators
Educational Services
3rd Edition, Draft 3.0
July 2013
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Peralta Community College District
Peralta Community College District
Board of Trustees
Cy Gulassa, President
Abel Guillén, Vice President
Meredith Brown
Linda Handy
Dr. William “Bill” Riley
Bill Withrow
Dr. Nicky González Yuen
Student Trustees:
Sharon Clegg
Wai Li
Dr. José M. Ortiz, Chancellor
Presidents
Dr. Deborah Budd, Berkeley City College
Dr. Eric Gravenberg, College of Alameda
Dr. Elñora Tena Webb, Laney College
Dr. Norma Ambriz-Galaviz , Merritt College
District Administration
Educational Services
Dr. Michael Orkin
Vice Chancellor
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Peralta Community College District
Peralta Community College District
Program and Course Approval Process Manual
For Faculty and Administrators
Prepared by:
Jayne A. Matthews
under the direction of
Dr. Michael Orkin
Vice Chancellor
Educational Services
3rd Edition, Draft 3.0
July 2013
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Peralta Community College District
Preface
This Program and Course Approval Process Manual represents an updating of the August 2002 Manual.
It reflects the statutory and regulatory changes that have occurred in California over the past several
years. It is expected to be a “living document” which means at any point-in-time there may be additions
and corrections; therefore, it is our intention to periodically update this document. As we all work with
this document, we will undoubtedly discover ways to make it more clear and comprehensible. Please
notify Sheryl Queen, Curriculum and Systems Technology Analyst, who will collect this information for
our next update.
A copy of this manual will be available at the Peralta District Curriculum Website at
http://web.peralta.edu/curriculum/.
The Peralta Board of Trustees board policies and administrative procedures have been included where
appropriate, both in text, references, and Peralta Web Page Links. Their complete text can be found at
http://web.peralta.edu/trustees/board-policies.
Policies and procedures have also been included from the California Community Colleges Chancellor’s
office document, Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.aspx.
This 3rd edition has undergone expert review and comment by representatives of the College Curriculum
Committees and the Council on Instruction, Planning and Development (CIPD). It has been presented to
the College Academic Senates, District Academic Senate, and the District Education Committee.
Educational Services acknowledges the expertise and valuable contributions of all involved in the
development of this manual.
This Manual is available on the Peralta District website at www.peralta.edu located under the District
Office, Educational Services. For comments or questions about this handbook or about program or
course approval, please refer to your Curriculum Committee Chair.
Dr. Michael Orkin
Vice Chancellor
Educational Services
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Table of Contents
Preface
Table of Contents
Introduction
Part I Guidelines for Program and Course Development
Program, Curriculum, and Course Development
Work Flow
Goals for Consultation among Colleges regarding Curriculum Issues
Description of a Good Faith Effort at Consultation
Curriculum Issues which Require Consultation among Colleges
Program Discontinuance or Program Consolidation
Background and Philosophy
Program Appraisal/Discontinuance Evaluation Process
Initiating a Discussion on Program Discontinuance or Program Consolidation
Possible Outcomes of Program Discontinuance/Program Consolidation Discussion
Program Goal—Degree or Certificate
Philosophy and Criteria for the Associate Degree and General Education
Major or Area of Emphasis
Certificates of Achievement
Associate Degrees for Transfer (ADT) to the California State University System
Transfer Model Curriculum (TMC)
Course Identification Numbering System (C-ID)
Guidelines for Associate Degree Applicable Courses
Guidelines for Nondegree-Applicable Credit Courses
Transferable Courses
Relationship of Hours to Units
To Be Arranged (TBA) Hours Compliance Advice
Open Courses
Prerequisites, Co-requisites, and Advisories
Stand-Alone Credit Courses
Selected Topics (Experimental Course) Policy
Community Service (Fee-Based) Courses
Contract Education
Non-Credit Courses
Distance Education
Independent Study
Course Repetition and Repeatability Policy
Cooperative Work Experience Education
American Cultures (AC) Requirement
Credit by Examination
Advanced Placement (AP) Equivalency
Grading Policy: Pass/No Pass or Grade
The Taxonomy of Programs
Open-Entry/Open-Exit
Instructional Material Fees
Scheduling Courses in Shortened Time Frames
Program and Course Review
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Part II Processing New and Revised Courses and Programs
Initiating New Course or Revision
Substantive Change
Substantive Changes to Courses under Uniform Course Numbering (UCN)
Non-substantive Change
When a Course Change Requires a New Course Number
Course Outline of Record (COR)
Completing the Course Outline of Record (COR)
Creating a Fee Based Course
Deactivating a Course or Program
Reactivating a Course or Program
Course Numbering System
When a Course Change Requires a New Course Number
Reusing Course Numbers
Modularization
Bloom’s Taxonomy
Initiating New Programs or Revisions
Program Outline
Completing the Program Outline
Part III Additional Related Information
Curriculum Related Job Duties
Faculty Originator
Department Chair
SLO Coordinator
Articulation Officer
Librarian
Tech Review Committee Member
Curriculum Committee Member
Curriculum Specialist
Curriculum Committee Chair
Council on Instruction, Planning, and Development (CIPD)
College Level Courses
Critical Thinking
Disabled Students Programs and Services
Special Classes Students with Disabilities
Peralta Community College Process Chart
CB Code Listing
Performance Objectives (Exit Skills) vs Student Learning Outcomes (SLOs)
Glossary of Acronyms Used in the Curriculum World
Curriculum Review Planning Report
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Introduction
This Program and Course Approval Process Manual assists administrators, faculty, and staff in the
development of programs and courses and the submission of these proposals for review.
This Manual provides college faculty, administrators, and staff with the following:
•
Peralta Community College District’s program and course approval procedures.
•
A framework for consistent documentation of the content and objectives of programs and
courses
•
Understanding of uniform practices in curriculum development as established in the field of
curriculum design and instructional technology and as recommended by the Academic Senate
for California Community Colleges
By statute, the Board of Governors has statewide responsibility for approving all new instructional
programs and courses offered by community colleges. This mandate is one of the earliest and most basic
legislative charges to the Board and is detailed in California Education Code section 70901.
The Board of Governors delegates its oversight responsibility for the community college curriculum and
instruction to the State Chancellor’s Office. The California Education Code and the California Code of
Regulations, Title 5, provide the mandate on the content of program and course proposals. The
Chancellor’s Office reviews community college proposals within the context of Title 5 regulations. The
California Education Code and the California Code of Regulations, Title 5, can be accessed at the
Chancellor’s Office website at www.cccco.edu under the Legal Affairs Division.
Community college program and course proposals require review and approval by the Chancellor’s
Office prior to being offered at a community college. The Chancellor’s Office delegates specified parts of
its authority to local districts on a conditional basis. For details refer to California Community Colleges,
Program and Course Approval Handbook (PCAH) available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.aspx.
Each course to be offered by a community college (exempting community service classes) shall be
reported to the State Chancellor before the course is offered by the colleges. Colleges that receive
Chancellor’s Office approval of a new credit or noncredit program or course are authorized to:
•
Publish the description of a new program or course in the catalog or publicize a new
program or course in other ways (California Code of Regulations, Title 5, § 55005).
•
Offer programs and courses as they were described and approved in the proposal.
•
Collect state apportionment for student attendance in the required courses and restricted
electives that are part of a credit program (Education Code, § 70901(b)(10); California Code
of Regulations, Title 5, § 55130 and § 58050).
•
Award a degree or certificate with the designated title and require specific courses for the
completion of such degree or certificate (Education Code, §§ 70901(b)(10) and 70902(b)(2)).
•
List credit certificates and degrees on student transcripts (California Code of Regulations,
Title 5, §§ 55060-55072).
The governing board of each community college district shall establish policies for and approve courses
of instruction and educational programs. Education Code Section 70902.
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Individual colleges are mandated to uphold state standards for courses and programs based upon
curriculum policies each district is mandated to establish. Education Code Section 70902.
These responsibilities are carried out through a curriculum committee constituted as required by
California Code of Regulations Title 5 .
The complete and current text of all California statutes, including the California Education Code sections
referred to herein, may be viewed at www.leginfo.ca.gov. The complete and current text of all
regulations in the California Code of Regulations, Title 5, including those referred to in this Manual, may
be viewed on at www.calregs.com.
Additional complete and current information from the California Community College Chancellor’s Office
regarding curriculum is available at http://www.cccco.edu/ in the Academic Affairs Division.
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Part I
Guidelines for Program and Course Development
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Peralta Community College District
Program, Curriculum, and Course Development
The Peralta Community College District complies with and uses the most recent edition of the California
Community Colleges, Program and Course Approval Handbook (PCAH). It is available under Resources
at http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.aspx.
Work Flow
Note: Approval of curriculum is a time-consuming process. Due to the various levels of review required
by policy and law within the college and the district, as well as the state requirements to have an
approved state control number prior to the courses/programs being offered, new curriculum or changes to
existing curriculum should normally be submitted at least two semesters prior to planned implementation.
See Part II, Processing New and Revised Courses and Programs for more details.
The Peralta Community College District and the curriculum committees of the four colleges, under the
purview of the Academic Senates of the four colleges (Alameda, Berkeley City, Laney, and Merritt) use
the curriculum management system, CurricUNET, for program, curriculum, and course development, and
as a database for all curriculum documents.
Each of the colleges has in place an approval process for courses and programs in the CurricUNET
system, which includes distance education (DE) and student learning outcomes (SLOs). Faculty have
primary responsibility for curriculum management.
Once curriculum actions have been finalized by the individual College Curriculum Committees, those
actions are forwarded to the district Council on Instruction, Planning, and Development (CIPD) for review
and approval. Because the district/ four colleges use uniform course numbering (UCN), there are
instances when consultation between colleges or among the colleges must occur (see below). That
consultation must happen prior to actions being sent to CIPD.
When a college submits a program (degree or certificate) to CIPD for approval, and that program will
require approval by the State Chancellor’s Office, all required state paperwork must be completed prior to
bringing the program to CIPD.
Career Technical Education programs must be approved by the Bay Area Community College
Consortium (BACCC) after approval by CIPD and before being sent to the California Community Colleges
Chancellor’s Office (CCCCO).
All curriculum and program actions once approved by CIPD are forwarded to the Board of Trustees for
approval.
All courses and programs approved are reported to the CCCCO.
All programs, curriculum, and courses are reviewed on a three-year cycle through Program Review. All
programs complete an Annual Program Plan update.
Goals for Consultation among Colleges regarding Curriculum Issues
Consultation among colleges regarding curriculum issues is necessary to ensure:
 Program integrity
 Appropriate use of district resources
 Program delivery to students in convenient locations
 Adequate enrollment in all programs at all colleges
Description of a Good Faith Effort at Consultation
Prior to proposing a substantive course change to the College Curriculum Committee, college
representatives must contact by email (or by phone with a follow up email) the appropriate administrator
and department chair at all affected colleges. The curriculum committee chair should be copied on this
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email as well. If a regular district wide discipline meeting is part of the ongoing curriculum process in this
discipline, the membership of that group will also be consulted.
If there are unresolved disputes related to the valid curricular reasons outlined in the “Goals for
Consultation among Colleges” or there has been no response from the consulted parties, curriculum
chairs may move forward with their curriculum items and/or specific issues will be discussed and resolved
at CIPD.
Curriculum Issues which Require Consultation among Colleges





Offering a new course, making a substantive change to an existing course, or course
reinstatement when it is similar to any course offered at another college.
Substantive change to existing UCN course
New single course which overlaps courses offered as part of an approved program at another
college
New programs (certificates or degrees) or substantive changes to programs which are similar to
any other program or contains similar courses offered at other colleges (whether or not these
programs are in the same discipline)
Borrowing a course
References:
PCCD Administrative Procedure 4020--Program, Curriculum, and Course Development
Education Code Sections 70901(b), 70902(b), and 78016;
California Code of Administrative Regulations Sections 51000, 51022, 55100, 55130 and 55150
Accreditation Standard II.A
U.S. Department of Education regulations on the Integrity of Federal Student Financial Aid
Programs under Title IV of the Higher Education Act of 1965, as amended
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Program Discontinuance or Program Consolidation
Background and Philosophy
In accordance with Title 5, Section 51022, College districts are required by current regulation and statute
to develop a process for the modification, continuance or discontinuance of courses or programs and
minimum criteria for the discontinuance of occupational programs.
The process for program appraisal/discontinuance takes into account the following issues.


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




Impact on student learning, goals, and needs
Effect on the balance of the college curriculum
Impact on educational and budget planning
Regional economic and training issues
Changes in regional economic and training conditions
Collective bargaining issues
Consideration of the college mission statement
Fit with the college educational master plan and the department’s goals and objectives
During times of budget reductions or comparable reasons which necessitate the reduction in class
sections and reduction in faculty, it is possible that a college may not have sufficient course offerings to
maintain a program or a major at the college. In such instances, as much as possible, consideration
should be given to consolidation of class sections from two or more colleges at one college in order to
preserve the program or major in order to meet student needs.
The Program Review process, annual unit plans, and other strategic planning activities should be
referenced and considered among sources of data and direction in this process, but it is important to
emphasize that their primary purpose and use is not to target programs for discontinuance. It is also
important to note that program discontinuance or consolidation should occur only after serious
deliberation and after recommended intervention strategies have been implemented but still result in a
program that falls outside the college’s mission or master plan or the division’s or department’s goals and
objectives.
The purpose of a program appraisal/consolidation/discontinuance process is to have criteria in place to
guide a discussion in the event that the process is needed. The presence of a process should not be
construed as an inducement to look for programs to discontinue or as a reason to avoid honest
participation in an academic process such as Program Review.
This process document shall be filed, if required, with the Office of the Chancellor of California
Community Colleges (CCCCO). (Title 5, §51022.)
Program Appraisal/Discontinuance Evaluation Process
Initial Considerations
This procedure will be used to review the continuance, modification, or discontinuance of programs.
For purposes of this process, a Program is defined as an organized sequence or grouping of courses or
other educational activities leading to a defined objective such as a major, degree, certificate, career
certificate, job career goal, license, the acquisition of selected knowledge or skills, or transfer to another
institution of higher education. The term Program also applies to Library Services, Health Services, and
Student Services as defined above. The scope of the program under consideration will be clearly
delineated at the outset of this process.
Vocational or occupational programs shall be reviewed every two years by Management Information
Systems data (Cal. Educ. Code § 78016) and every three years by Departments in a formal written review
(i.e., Program Review). All other programs shall be reviewed every three years with an annual program
update.
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Role of Curriculum Committee.
The Curriculum Committee, a committee of the Academic Senate, must have a fundamental and integral
role in any discussion or appraisal of program continuance, consolidation or discontinuance, recognizing
the district’s policy to rely primarily on the Academic Senate in academic matters as set forth in Title 5
Section 53200(C) and Section 53203. In addition, there are local college policies and procedures in this
and all areas of curriculum management. For example, Laney College’s Curriculum Website at
http://www.laney.edu/wp/curriculum-committee/ outlines both general curriculum procedures as well as
those unique to Laney. Consult your college’s curriculum chair for more information.
Conditions for Discontinuance.
The following conditions may cause a program to be recommended to the Curriculum Committee for
discontinuance (based on quantitative and qualitative data) or to be considered for consolidation.
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
Program Review and analysis trends
Degree and Certificate completion
Changes in demand in the workforce
Changes in requirements from transfer institutions
Availability of human resources
Budget concerns and lack of sufficient funding.
Initiating a Discussion on Program Discontinuance or Program Consolidation
Program discontinuance or consolidation discussions can be initiated by administration or the affected
divisions and departments.
The instructor(s) and the department chair of the program being considered for discontinuance or
consolidation should be given the semester in which they are notified to do research and provide
documentation related to the reasons and conditions that were provided for consideration of
discontinuance or consolidation of their program and what action, if any, should be taken.
The Academic Senate in and through the Curriculum Committee, must have a fundamental and integral
role in any discussion of program discontinuance or consolidation, recognizing the district’s policy to rely
primarily on the Academic Senate’s advice in academic matters.
The instructor(s) and the department chair of the program being considered will have the opportunity to
present the program’s relevance at the college council level.
Discussion Criteria
For each affected Program, both qualitative and quantitative factors shall be discussed in order to have a
fair and complete review leading to an eventual decision to continue, continue with qualification,
discontinue or consolidate a program.
Qualitative factors are based on the mission, values, and goals of the institution and access and equity for
students. These factors include but are not limited to:
a. Quality of the program and how it is perceived by students, faculty, articulating universities,
local business and industry, and the community
b. Ability of students to complete their educational goals of obtaining a certificate or degree, or
transferring
c. Balance of college curriculum (for example, ensuring the non-elimination of all of one type of
program, such as all foreign languages)
d. Effect on students of modifying, discontinuing, or consolidation of the program
e. Uniqueness of the program
f. Replication of programs in the surrounding area and their efficacy
g. Potential for a disproportionate impact on diversity at the college
h. Necessity of the program in order to maintain the mission of the College
i. Source of funding for the program (outside vs. general funds)
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j.
k.
l.
Impact on other programs, including transfer, if the program is modified or closed
Student Learning Outcomes assessment data
Requirements by federal/state/accreditation or other areas (e.g. Title IX) for the program. If
there are any, these must be identified.
m. Impact on articulated programs
Quantitative factors are based primarily on the Program Review where applicable. Factors that may be
considered include, but are not limited to, Program Review results showing:
a. A sustained downward trend in FTES generated, load, enrollment, number and
composition of sections offered, productivity, FTES composition, retention, and
persistence
b. Sustained increase in expense or annual cost/FTES
c. Changes in demands in the workforce, transfer rates, job-outs, completers and
graduates, and non-completers
d. Projected demand for the program in the future
e. Frequency of course section offerings
f. Availability of human resources
g. FTES generated/FTEF
h. Enrollment trends
i. Operating cost per FTES
j. Student Learning Outcomes Assessment data
k. Capital outlay costs/year
l. Labor market demand
m. Data from the PCCD Course Ranking Index tool
Discussion Guidelines
Discussion of program appraisal/ discontinuance or consolidation shall include all parties potentially
affected by the decision. These include faculty, staff, administrators, students, the employing business
and industry, and the community (i.e., CTE Community Advisory Committee). These discussions will be
conducted in public, open meetings. The dates, times and locations of these meetings will be published
using all means of college communications including in print and electronically. Discussions will be
conducted using the best practices for meeting facilitation, including agreed upon ground rules, and
recording and publishing outcomes of discussions.
Discussions will include both qualitative and quantitative indicators. Sources of data for all indicators will
be referenced and cited.
Deliberations and conclusions shall rely primarily on the advice of the Academic Senate in and through
the Curriculum Committee per district policy.
Possible Outcomes of Program Discontinuance/ Program Consolidation Discussion
There are three potential outcomes of the Program Discontinuance process. A program may be
recommended to continue, to continue with qualification, or to discontinue.
Recommendation to Continue
A program recommended to continue will do so when, after full and open consideration, it is
decided that it is in the best interest of the college, its students, and the larger community to do
so. The conclusions resulting in this recommendation will be documented in writing, maintained
by the Academic Senate and the Curriculum Committee and forwarded to the Vice President of
Instruction or Vice President of Student Services as information. No further action is required.
Recommendation to Continue with Qualifications
A program may be recommended to continue with qualifications. These qualifications may include
specific interventions designed to improve the viability and responsiveness of the program. A
specific timeline will be provided during which these interventions will occur and expected
outcomes will be outlined in advance. All interventions and timelines will be published in writing,
maintained by the Academic Senate and the Curriculum Committee and forwarded to the Vice
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President of Instruction or Student Services as information. After the specified qualification period
is completed the program will be reviewed again.
Recommendation to Discontinue
A recommendation to discontinue a program will occur when, after a full and open discussion, it is
concluded that the program falls outside the college’s mission, values, and strategic goals and/or
the department’s goals and objectives. Any recommendation for program discontinuance will
include the following.

The criteria used to arrive at the recommendation, verified by an agreed upon neutral party.

A detailed plan and timeline for phasing out the program with the least impact to students,
faculty, staff, and the community. Due consideration will be given to approaches to allow
currently enrolled students to complete their programs of study. Students’ catalog rights will
be maintained and accounted for in allowing them to finish the program.

A plan for the implementation of all requirements of collective bargaining for faculty and staff,
including application of policies for reduction in force and opportunities to retrain.
This recommendation and discontinuance plan will be documented in writing and will include the
signatures of the College President, Vice President of Instruction or Student Services (dependent
on the program), department chair, Dean, the Curriculum Committee Chair, and the Academic
Senate President. The final recommendation will be maintained locally by the Academic Senate
and documented by the Curriculum Committee, forwarded to the Council on Planning, Instruction,
and Development (CIPD), and presented to the Board of Trustees for approval as a curriculum
action. After Board approval, appropriate documentation will be submitted to the State
Chancellor’s office (CCCCO).
Recommendation for Consolidation
A recommendation for Program Consolidation, provided there has been a full and open
discussion, may occur when it has been determined that the program falls within the College’s
mission, values, and strategic goals, as well as the department’s goals and objectives, but
because of cuts in class sections and a reduction in faculty, the program is no longer viable at
that college. When this occurs, consideration should be given to consolidating class sections form
two or more colleges at one college in order to preserve the program or major and in so doing to
meet student needs.
References:
Administrative Procedure 4021-- Program Discontinuance or Program Consolidation
Program Discontinuance: A Faculty Perspective. ASCCC, adopted Spring 1998
Title 5 Section 55130, Approval of Credit Programs
Title 5 Section 51022, Program Discontinuance
Title 5 Section 53200, 53203, Role of the Academic Senate
Title 5 Section 55000(g), Definition of educational program
Education Code Section 78016, Review of program: Termination
CCCCO Program and Course Approval Handbook (PCAH) (5th edition)
ACCJC Standard II.A.6.b
Education Code Sections 70901(b), 70902(b), and 78016;
California Code of Administrative Regulations Sections 51000, 51022, 55100, 55130 and 55150
Accreditation Standard II.A
U.S. Department of Education regulations on the Integrity of Federal Student Financial Aid
Programs under Title IV of the Higher Education Act of 196
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Program Goal – Degree or Certificate
Degree and certificate programs may have the following specified program goals.
•
•
•
•
Career Technical Education (CTE)
Transfer
Career Technical Education (CTE) and Transfer
Other – Designed to meet community needs
Career Technical Education (CTE) Program Goal
A degree or certificate with a program goal of CTE prepares students for employment immediately upon
completing the program and/or upgrades employment skills.
Pursuant to Title 5, section 51006, CTE programs cannot be designed exclusively for individuals already
employed by a particular employer or in a particular industry, unless the college also makes the program
available to other interested students or makes available a parallel or comparable program which would
enable a student who is not already employed by that employer or in that industry to obtain entry-level
employment.
Required documentation includes labor market information and analysis, an employer survey, and an
explanation of employer relationship. Justification of the need for the new CTE program is specifically
required through a job market study, pursuant to Education Code section 78015.
In addition to recommendation for approval from their CTE Advisory Committee, a new CTE program
proposal must also include a recommendation for approval from the Bay Area Community College
Consortium (BACCC). The BACCC is comprised of vocational education and economic development
administrators, faculty, and staff from each college in the region. Their activities are funded by the
Chancellor’s Office from federal Carl D. Perkins Career Technical Education Act (Perkins) and Economic
Development funds, and their charge is to increase collaboration among colleges, encourage regional
planning, offer professional development opportunities, and promote marketing of community college
CTE programs.
The BACCC meets monthly during the regular school year. It is important to consider the lead time for
their approvals of new CTE programs or substantive revisions to existing CTE programs in addition to the
normal review time. For more information and a calendar of their meeting dates, see their website at
http://www.baccc.net/.
The Chancellor’s Office requires the recommendation of the BACCC in order to ascertain the need for the
proposed program in regard to other community colleges in the area, as specified by Title 5, section
55130 (b)(8)(E). The Chancellor’s Office relies on the advice of the BACCC when reviewing the approval
criterion of need, especially in comparing the proposed program to others that are offered by other
community colleges in the region. BACCC approval also assures program originators that the design of
their program curriculum is along the lines of current good practice as judged by their professional peers.
The requirement for a recommendation from BACCC is not absolute. If a program has been refused a
recommendation for approval by BACCC, and the college feels the refusal was unjustified or unfair, the
college may submit the program to the Chancellor’s Office without a regional recommendation for
approval. The burden of justification will be on the college to show why the proposal must be approved
without a positive recommendation.
Education Code section 78016 requires review of all occupational programs every two years. Title 5,
section 55003, requires review of prerequisites, corequisites, and advisory courses at least once every
two years.
Transfer Goal
A degree or certificate with a program goal of transfer prepares students to continue study in the same or
similar area at a baccalaureate-granting institution.
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Required documentation includes articulation information (must show that required courses fulfill the
majority of lower-division requirements for the baccalaureate major to major) and/or evidence that transfer
agreements exist between the community college and baccalaureate institutions to which students may
transfer. Required documentation may be obtained at the ASSIST web site (www.assist.org). The
documentation must show a good-faith effort on the part of the college to assure that, to the extent
possible, students will not have to repeat courses completed at the community college after they transfer.
The Chancellor’s Office will review each transfer program proposal to determine if at least 75 percent of
courses required for the certificate or major or area of emphasis have course-to-course articulation.
Other Goal
A degree or certificate with a program goal of “other” is used to develop degree majors or areas of
emphasis designed to meet community needs and reflect the educational philosophy of the faculty in a
discipline or disciplines. Evidence of need for program proposals is required.
Required documentation can be in the form of survey results, letters of support from community agencies,
or other regional data in support of the need. This goal is also an appropriate choice for programs that are
transferable only to a single university campus, because proposals for transfer programs are required to
prove articulation with three university campuses.
This type of proposal may have a broad area of emphasis, such as Social Sciences, or a theme-based
area of emphasis that consists of an interdisciplinary grouping of courses, such as American Studies,
International Business, or Multicultural Studies. The required courses may not align with requirements for
transfer, but nevertheless represent a cohesive packaging of courses. If the area of emphasis is designed
to prepare students for transfer, all of the required courses must be transferable and must prepare
students for a designated field of study at a baccalaureate institution. The intent of such degrees must be
clearly expressed in the narrative portion of the proposal.
Reference:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
x.
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Philosophy and Criteria for the Associate Degree and General Education
Philosophy
The programs of the District are consistent with the institutional mission, purposes, demographics, and
economics of the community.
Board of Governors Policies
For all associate degrees, it is important to maintain the philosophy that the associate degree represents
more than an accumulation of units. As outlined in the policy of the Board of Governors the associate
degree symbolizes a successful attempt to lead students through patterns of learning experiences and
learning outcomes designed to develop certain capabilities and insight, including:
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thinking and communicating clearly and effectively, both orally and in writing
using mathematics
understanding the modes of inquiry of the major disciplines
being aware of other cultures and times
achieving insights gained through experience in thinking about ethical problems
developing the capacity for self-understanding
developing the capacity to participate responsibly in a democratic and environmentally
sustainable society
General Education Criteria
Title 5, section 55061, describes the completion of General Education, one component of the degree, as
a learning experience that demonstrates:
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The ability to think and to communicate clearly and effectively both orally and in writing; to use
mathematics; to understand the modes of inquiry of the major disciplines; to be aware of other
cultures and times; to achieve insights gained through experience in thinking about ethical
problems; and to develop the capacity for self-understanding.
General Education transfer patterns do not satisfy the requirement for a major or an area of
emphasis. In other words, an associate degree cannot consist solely of CSU – General Education
– Breadth (CSU-GE-Breadth), IGETC, or the local General Education pattern with the remaining
units (to reach 60) in other General Education courses or electives, selected at the student's
discretion.
Students intending to transfer must be required to complete the CSU-GE-Breadth, IGETC
pattern, or General Education pattern for a four-year institution in an adjacent state to fulfill
General Education, 18 or more semester units (or 27 quarter units) in a major or area of
emphasis, and the balance of units (to reach 60) in transferable courses in order to receive an
associate degree. There may also be additional graduation requirements at individual colleges,
such as physical education. Some students who intend to transfer will complete more than 60
units in order to meet all requirements for the associate degree.
When an associate degree is developed for students who do not intend to transfer, a local
General Education pattern of a minimum of 18 semester or 27 quarter units may be required.
However, colleges should strongly recommend or require that a student select the appropriate
General Education pattern for his or her intended goal with advice from a counselor.
General Education is designed to introduce students to the variety of means through which
people comprehend the modern world.
General Education introduces the content and methodology of the major areas of knowledge
including the humanities and fine arts, the natural sciences, and the social sciences, and provides
an opportunity for students to develop intellectual skills, information technology facility, affective
and creative capabilities, social attitudes, an appreciation for cultural diversity, and a recognition
of what it means to be an ethical human being and effective citizen.
The General Education patterns applicable to the Associate of Arts for Transfer (AA-T) and the
Associate of Science for Transfer (AS-T) are either the CSU GE Breadth Requirements or the
IGETC requirements.
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There are high-unit baccalaureate majors, such as engineering and architecture, which require a
large number of lower division major preparation courses. Students who intend to transfer into
such programs at a baccalaureate institution may complete fewer units of General Education at
the community college than the number required in CSU-GE-Breadth and IGETC patterns. They
may need to complete a local General Education pattern consisting of 18 or more units and
complete any remaining General Education requirements after they transfer.
The catalog description for an associate degree must provide an overview of the knowledge and skills
that students who complete the requirements must demonstrate. If the degree is designed for students
who intend to transfer, then the appropriate baccalaureate major or related majors or areas of emphasis
must be identified. If the degree is designed for employment preparation, a list of potential careers must
be included. In addition, all prerequisite skills or enrollment limitations must be described.
Section 66055.8 of the California Education Code creates an exception to the requirements for the
associate degree. To obtain an associate degree in nursing, students who have baccalaureate or higher
degrees are only required to complete the course work required for completion of the registered nursing
program, including prerequisites and nursing course work. These students are not to be required to
complete any other courses required by the college for an associate degree.
Procedure
Courses proposed for General Education are reviewed annually by the General Education Subcommittee
of the Council on Instruction, Planning and Development (CIPD) and recommendations are forwarded to
CIPD for action.
Academic departments review and propose new courses and revisions to current courses, certificates,
programs, and/or majors based on changing industry standards and practices, baccalaureate transfer
requirements, newly added associate degree standards, and/or recommendations from the State
Chancellor’s Office. The Curriculum Committee evaluates the content of every new and revised course,
certificate, program, or major submitted for consideration.
Program Definition
An educational program is defined in Title 5, section 55000(g), as "an organized sequence of courses
leading to a defined objective, a degree, a certificate, a diploma, a license, or transfer to another
institution of higher education." In practice, however, the Chancellor’s Office approves only associate
degrees and those credit certificates that community colleges wish to award to students and which will be
listed on transcripts. In addition, all noncredit programs require Chancellor’s Office approval.
Types of Educational programs that must be submitted to the Chancellor’s Office for approval
Credit Programs
 Associate Degrees – traditional AA or AS and AA-T/AS-T

Certificates of Achievement that require 18 or more semester units (or 27 or more quarter units)
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Certificates of Achievement that require 12 to fewer than 18 or more semester units (or 18 to
fewer than 27 quarter units)
Noncredit Programs
All noncredit programs that receive state funding must be submitted to the Chancellor’s Office for
approval. These include
 Course sequences in Career Development and College Preparation (CDCP) that lead to
Certificates of Completion or Certificates of Competency for which enhanced funding as
enacted by SB 361 is requested
 Adult High School Diploma (including courses for which enhanced funding as enacted by SB
361 may be requested)
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References:
Administrative Procedure 4025--Philosophy and Criteria for the Associate Degree and General
Education
Title 5 Section 55061 and ACCJC Accreditation Standard II.A.3
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.
aspx.
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Major or Area of Emphasis
In 2007, Title 5, section 55063(a), was modified to allow colleges to develop associate degrees requiring
18 or more semester (27 or more quarter) units in a major or “area of emphasis.”
A major may be defined by the lower-division requirements of a specific major at the UC or CSU or a
minimum of 18 semester (27 quarter) units in a field or related fields selected by the community college.
The requirements for a major must consist of courses that all students are expected to complete for a
specific number of units. A small number of the required units may be completed by selecting courses
from a list of restricted electives.
An area of emphasis is considered to be a broader group of courses and may be defined as 18 or more
semester (27 or more quarter) units in related fields intended to prepare the student for a particular major
or related majors at a baccalaureate institution or to prepare a student for a particular field as defined by
the community college. Such a degree may be similar to patterns of learning that a student undertakes in
the first two years of attendance at a baccalaureate institution in order to prepare for a major/area field of
study.
The requirements for an area of emphasis must specify the number of units that students will select from
a list of courses that prepare students for a specific academic or professional goal. Each area of
emphasis will be awarded as a separate degree and assigned a separate program control number.
The area of emphasis might be as broad as Social Sciences, or a college could design a theme-based
area of emphasis that consists of an interdisciplinary grouping of courses, such as American Studies,
International Business, or Multicultural Studies. However, if the area of emphasis is designed to prepare
students for transfer, all of the required courses for the area of emphasis must be transferable and must
prepare students for a field of study offered at a baccalaureate institution.
Proposed majors or areas of emphasis may meet community needs and reflect the educational
philosophy of the faculty in those discipline(s). These degrees can represent a cohesive packaging of
courses that are not accepted for transfer at baccalaureate institutions. When seeking approval for such
degrees, the intent must be clearly expressed in the narrative portion of the proposal. Documentation of
need can include letters of support, survey results, or anything that provides evidence that the degree
fulfills a need of the community.
Reference:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
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Certificates of Achievement
Title 5, section 55070, defines Certificate of Achievement as any credit certificate that may appear by
name on a student transcript, diploma, or completion award and which requires 18 or more semester
units or 27 or more quarter units of degree-applicable coursework. Chancellor’s Office approval is
required.
The college can develop and propose a Certificate of Achievement that includes coursework taken to
satisfy transfer patterns established by the University of California, the California State University, or
accredited public postsecondary institutions in adjacent states. Community colleges are encouraged to
develop and seek approval of Certificates of Achievement in CSU-GE-Breadth and IGETC.
The college may also request approval from the Chancellor’s Office for certificate programs that require
fewer units in order to list these certificates on student transcripts. In order to be approved, the proposed
certificate must require 12 or more semester units (or 18 or more quarter units) of degree-applicable
credit coursework and must represent a well-defined pattern of learning experiences designed to develop
certain capabilities that may be oriented to career or General Education.
After Chancellor’s Office approval, they must be called Certificates of Achievement and may be listed on
student transcripts.
The proposals for these proposed certificates will demonstrate the same levels of need and academic
rigor that is required for certificates requiring 18 or more semester (27 or more quarter) units. The
proposal requires the same narrative and documentation required for all Certificates of Achievement.
Community colleges may also award certificates for fewer than 18 semester or 27 quarter units without
Chancellor’s Office approval, but must call such certificates something other than “certificate of
achievement.” At Peralta Community College District, these certificates are called “Certificate of
Proficiency.”
Any group of credit courses in the same four-digit TOP code that totals 18 or more semester units and
that are linked to one another by prerequisites or corequisites, are defined as an "educational program"
that requires Chancellor’s Office approval. The college must submit this sequence of courses for approval
as a Certificate of Achievement.
When a college creates a sequence of certificates in a single four-digit TOP code, arranged such that a
student must complete one level before taking another level and the set or sequence as a whole requires
18 semester or 27 quarter units or more, then the entire certificate sequence requires Chancellor’s Office
approval. For example, if a college creates the low-unit certificates listed below but then makes the Level
I low-unit certificate prerequisite to Level II, the college has essentially created an 18-unit program.
Multimedia Arts, Basic (or Level I) – 9 units
Multimedia Arts, Advanced (or Level II) – requires completion of Level I or equivalent skills and
knowledge plus an additional 9 units
As such, the college needs to submit the entire 18 units for approval as a Certificate of Achievement.
However, Chancellor’s Office approval of these two certificates would not be necessary if the Basic (Level
I) certificate is not required for the Advanced (Level II) because each certificate requires fewer than 12
semester units.
Reference:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
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Associate Degrees for Transfer (ADT) to the California State University System
Associate in Arts for Transfer (AA-T) and Associate in Science for Transfer (AS-T)
SB 1440 establishes the Student Transfer Achievement Reform (STAR) Act. SB 1440 requires a
community college district to grant an ADT to a student in that student’s field of study once a student has
met degree and transfer requirements for a particular major.
Upon completion of the ADT, the student is eligible for transfer with junior standing into the California
State University (CSU) system.
Students will be given priority consideration when applying to a particular program that is similar to the
student’s community college area of emphasis.
Community colleges are required by Senate Bill (SB) 1440 (Padilla) and California Education Code
section 66746(a) to develop and offer ADTs that require students to meet both of the following
requirements.
(1) Completion of 60 semester units or 90 quarter units that are eligible for transfer to the
California State University, including both of the following:
(A) The Intersegmental General Education Transfer Curriculum (IGETC) or the California
State University General Education – Breadth Requirements.
(B) A minimum of 18 semester units or 27 quarter units in a major or area of emphasis,
as determined by the community college district.
(2) Obtainment of a minimum grade point average of 2.0.
Title 5, section 55063(a), also requires that students must earn a C or better in all courses required for the
major or area of emphasis.
In addition, Education Code section 66746 subdivision (b) prohibits a community college district from
adding any additional local course requirements for a student to be eligible for the ADT, and subdivision
(e) prohibits allowing remedial non-collegiate level coursework to be counted toward the units required for
the ADT. Title 5, section 55002(b), describes such courses as “nondegree-applicable credit courses.”
SB 1440 also prohibits the CSU from requiring a transferring student to repeat courses similar to those
taken at the community college that counted toward their ADT.
AA-Ts and AS-Ts - Why create them?
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Increase students’ ability to transfer to a local CSU
Increase students’ ability to finish a 4-year degree in 4 years
Ensure our students have the background they need to be successful
CSUs will consider these degrees as part of their admission decision
The benefit for students completing these ADTs is that the CSU system is required by Education Code
section 66747 to “guarantee admission with junior status to any community college student who meets all
of the requirements” for the ADT.
CSU is required to grant priority admission for a student with this associate degree “to his or her local
[CSU] campus and to a program or major that is similar to his or her community college major or area of
emphasis, as determined by the [CSU] campus to which the student is admitted.”
In addition, section 66747 states that “a student admitted under this article shall receive priority over all
other community college transfer students, excluding community college students who have entered into
a transfer agreement between a community college and the California State University prior to the fall
term of the 2012/13 academic years.”
When an ADT is approved by the CCC Chancellor’s Office, the CSU Chancellor’s Office will be notified so
that the approved associate degree and its similar CSU baccalaureate degrees may be identified. These
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data will be used to identify eligible students who apply to the CSU for admission as described in
Education Code section 66747.
The ultimate advantage for students completing these associate degrees is that the associate degree
may not require more than 60 semester (or 90 quarter) units; and after transferring into the appropriate
program at the CSU, the baccalaureate degree may not require more than 60 additional semester units,
for a total of 120 semester (or 180 quarter) units required for the baccalaureate degree (pursuant to
Education Code section 66748). Section 66748(b) allows an exception for the maximum units required at
the CSU when the Chancellors of the CSU and the CCC systems, and their respective Academic
Senates, specify high-unit majors that require more than 120 semester (or 180 quarter) units for the
baccalaureate degree. The CSU is prohibited by Education Code section 66748(c) from requiring a
transferring student with this associate degree to repeat courses that are similar to those taken at the
community college that counted toward the ADT.
For up-to-date, detailed information about all aspects of these ADTs, see SB 1440 -- Associate Degrees
for Transfer, http://sb1440.org.
Reference:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
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Peralta Community College District
Transfer Model Curriculum (TMC)
In the implementation process for SB 1440 and Education Code section 66746, the ASCCC, in
collaboration with the CSU Academic Senate, has developed a Transfer Model Curriculum (TMC) for
certain majors that have been identified for students who transfer from a California community college to
CSU. Each TMC represents a structure developed by intersegmental faculty for establishing the major
component of a California community college Associate Degree for Transfer (ADT). According to Title 5,
section 55063, and Education Code, section 66746, the ADT must include a major or area of emphasis
consisting of a minimum of 18 semester units.
TMCs are being developed as a means of facilitating a statewide response to the mandate that all
California community colleges offer Associate Degrees for Transfer (ADT). Draft TMCs are developed by
intersegmental faculty (CCC and CSU, primarily) in the discipline and then made available for vetting at
www.c-id.net.
Once a TMC template is finalized, CCC faculty has the option of developing degrees that align with the
TMC. The designators for these ADTs aligned with the TMCs are Associate in Arts for Transfer (AA-T)
and Associate in Science for Transfer (AS.-T). The approved TMC templates are located on the
Chancellor’s Office Academic Affairs Division (www.cccco.edu/aad) website under the Transfer Model
Curriculum section.
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Course Identification Numbering System (C-ID)
The Course Identification Numbering System (C-ID) is a statewide numbering system that is different from
the course numbers assigned by individual California Community Colleges. C-ID is a supranumber, a
faculty-driven system to assign numbers to significant transfer courses, and a response to needs of
transfer partners and their transfer initiatives. Each C-ID number identifies a lower-division, transferable
course commonly articulated between the California Community Colleges and universities (including
Universities of California, the California State Universities, as well as with many of California's
independent colleges and universities).
The C-ID number is a designation that ties that course to a specific course “descriptor” that was
developed by intersegmental discipline faculty and reviewed statewide. It provides information for
students, staff and faculty who must identify which community college courses best meet the expectations
transfer partners have for courses that contribute to transfer into a major at specific universities or fulfill
general education requirements. The C-ID descriptor also provides information for ongoing curriculum
development and revision of lower division courses.
The C-ID Numbering System is particularly useful for students attending more than one California
Community College since C-ID Designators are often applied to courses students need to prepare for
transfer.
Once the descriptor for a course has undergone wide discipline review, it is posted for general viewing.
Individual college courses are compared to the minimum requirements set by these descriptors. Any
community college course that bears the C-ID supranumber conveys that faculty have determined it
meets the published course content, rigor, and student learning outcomes. The C-ID descriptor also
means that any other course elsewhere, bearing the same number will be accepted by the institution.
A C-ID Designator next to a course means that the course is comparable in content and scope to a
similar course offered by participating California colleges and universities. Thus, if a catalog lists a C-ID
Designator for a course, students can be assured that the course will be accepted at another California
Community College that offers a course with the same C-ID Designator.
Remember that the content, objectives, and pre and co-requisites of all C-ID descriptors reflect the
minimum standards expected in a college's Course Outline of Record (COR). While the COR must meet
all of these standards as included in the C-ID descriptor, colleges may certainly go beyond the descriptor
and include additional content or higher requirements. Likewise, the specific course title on the C-ID
descriptor is advisory, and courses may be approved as meeting the descriptor if they have different but
relevant titles. In addition, although colleges may require more units than is required by a descriptor, unit
restrictions based on SB 1440 will still apply if the course is included in a TMC-aligned degree.
If a TMC for an AD-T has any courses with C-ID Designators, the college must send their course for
approval through the C-ID process and receive an approved C-ID designator for their courses prior to
submitting their AD-T approval request.
Note: The TMC templates and C-ID descriptors are subject to change within the initial vetting process
and sometimes after being finalized due to changes in the academic field. Check both the Chancellor’s
Office web site http://www.sb1440.org/Curriculum.aspx and the C-ID web site http://www.c-id.net/ to
ensure your degrees are in compliance.
References:
C-ID Final Descriptor Website, http://www.c-id.net/view_final.html
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
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Guidelines for Associate Degree-Applicable Credit Courses
For any course that will apply toward the associate degree, Title 5, section 55002(a), requires that the
curriculum committee determine that the coursework is truly at a college level and that the course
incorporates critical thinking, among other standards.
Only courses that are included in the following categories may be offered for degree-applicable credit.
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All lower division courses accepted toward the baccalaureate degree by the California State
University (CSU) or University of California (UC) systems or designed to be offered for transfer
Courses that apply to a major or an area of emphasis in CTE fields, defined by the Chancellor’s
Office to mean courses within a TOP code designated as vocational
English composition or reading courses not more than one level below the first transfer level
course in these areas
All mathematics courses that fall into the above categories and Elementary Algebra
Credit courses in English and mathematics taught in or on behalf of other departments and which,
as determined by the local governing board, are comparable to required skills at a level
equivalent to those necessary for degree-applicable English and mathematics courses
Degree-applicable credit courses must be appropriate to the associate degree and recommended by the
College Curriculum Committee. The curriculum committee approves degree-applicable credit courses
based on the following standards.
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Grading policy, based on uniform standards pursuant to Title 5, section 55023, that demonstrates
proficiency in subject matter by means of written communication, problem solving, and/or skills
demonstrations, as appropriate to the course content
Units, based on a relationship specified by the governing board in compliance with Title 5, section
55002.5, which requires a minimum of 48 hours of lecture, laboratory, out-of-class assignments,
or other types of study for one unit of credit. For each hour of lecture, the course requires two
hours of study and/or laboratory and/or assigned activity. Laboratory courses, however, may
require minimal work outside of class scheduled meeting time.
Intensity and rigor, as evidenced by the outline of course topics, course objectives, assignments,
assessments, and reading materials identified in the Course Outline of Record (COR). Achieving
the objectives of degree-applicable credit courses must require students to study independently
outside of class time. There is an expectation that students will spend two hours outside of class
for each hour of lecture.
Required preparation for success in the course, such as prerequisite or corequisite courses, as
determined by the curriculum committee in compliance with Title 5, section 55003.
Basic skills prerequisites for success in the degree-applicable course that are dependent on
communication and/or computation skills. These requirements may include eligibility to enroll in
specific English and/or mathematics courses, as determined by an approved assessment method
using multiple measures.
Course Outline of Record (COR). The course is described in a COR that shall be maintained in
the District’s curriculum management system (CurricUNET). A detailed description of the COR is
included in this manual.
Conduct of Course. Each section of the course is to be taught by a qualified instructor in
accordance with a set of objectives and with other specifications defined in the COR.
The Uniform Course Numbering system (UCN) is used within Peralta to distinguish various course levels.
See the Course Numbering System section of this manual for more information.
Reference:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
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Guidelines for Nondegree-Applicable Credit Courses
The category of nondegree-applicable credit courses was created by regulatory amendments adopted by
the Board of Governors in 1986. There were two primary purposes:
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to allow community college students to receive "workload credit" (which would apply toward
maintaining the unit load necessary to receive financial aid) for precollegiate basic skills courses
to safeguard the integrity of the associate degree by ensuring that such courses were not counted
within the degree
Title 5, section 55002(b), requires that nondegree-applicable credit courses be approved by the College
Curriculum Committee and district governing board. There are four types of nondegree-applicable credit
courses:
 Nondegree-applicable basic skills courses (California Code of Regulations, Title 5, §55000(j)).
 Courses designed to prepare students to succeed in degree-applicable credit courses that
integrate basic skills instruction throughout the curriculum and assign grades partly upon
demonstrated mastery of basic skills. Examples of such courses include college orientation and
guidance courses and discipline specific courses such as biology, history, business, etc.
 Precollegiate career technical preparation courses that provide foundation skills for enrollment in
degree-applicable Career Technical Education (CTE) programs.
 Career technical courses for which meeting the standards for degree-applicable credit courses is
neither necessary nor required.
The College Curriculum Committee is responsible for recommending approval of nondegree-applicable
credit courses based on the following standards.
 Grading policy, based on uniform standards pursuant to Title 5, section 55023, that demonstrates
proficiency in subject matter by means of written communication, problem solving, and/or skills
demonstrations, as appropriate to the course content.
 Units, based on a relationship specified by the governing board in compliance with Title 5, section
55002.5, which requires a minimum of 48 hours of lecture, laboratory, out-of-class assignments,
or other types of study for one unit of credit.
 Intensity, as evidenced by the Course Outline of Record (COR). Nondegree-applicable credit
courses must provide instruction in critical thinking, prepare students to study independently
outside of class time, include reading and writing assignments, and prepare students to succeed
in degree-applicable credit courses.
 Required preparation for success in the course, such as prerequisite or corequisite courses, as
determined by the curriculum committee and in compliance with Title 5, section 55003.
 Difficulty and level, as determined by the curriculum committee, which ensure that the course
requires critical thinking, learning skills, and vocabulary appropriate for a college-level course.
The Uniform Course Numbering system (UCN) is used within Peralta to distinguish various course levels.
See the Course Numbering section of this manual for more information.
References:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
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Transferable Courses
Community college courses may be transferable to baccalaureate institutions for three different purposes:
elective credit, General Education, and/or lower-division preparation for a baccalaureate major. Faculty,
curriculum committees, and articulation officers share responsibility for determining and ensuring the
transferable status of courses.
The predominant transfer-receiving institutions for California community colleges are the California State
University (CSU) and the University of California (UC) systems. Under Executive Order No. 167, the CSU
Chancellor has delegated responsibility, since 1973, to the community colleges to determine which
courses shall be considered baccalaureate-level for elective transfer credit. By contrast, the UC Office of
the President reviews the determination of transferability course-by-course for that system; transferability
for elective credit requires that the community college course be essentially equivalent to a course
already offered for baccalaureate credit on at least one UC campus.
Challenges may be raised at CSU campuses to particular courses that are certified by a community
college as transferable, but such challenges do not often occur. Transferability of elective credit, however,
does not create any presumption of acceptance for General Education or credit to the major or area of
emphasis.
Decisions on transferability of individual courses required as part of a university major are made by
departmental faculty and committees at each university campus. Major-specific articulation information for
most campuses can be found in the database of the Articulation System Stimulating Interinstitutional
Student Transfer (ASSIST), online at www.assist.org.
The baccalaureate public segments (CSU and UC) have extensive requirements for General Education.
Identifying those community college courses that will be accepted by CSU or UC as satisfying their
General Education requirements is very important to the success of transfer students.
For the UC, the acceptability of a course for General Education is predicated on the acceptability of the
equivalent UC course, since each course transferred to UC has been identified, by staff review at the
Office of the President, as essentially equivalent to an existing UC course. General Education
requirements vary greatly from campus to campus in the UC system.
The CSU General Education requirements are standardized through statewide regulations. Procedures
for certifying community college courses as meeting CSU’s General Education requirements are set forth
in the CSU Chancellor’s Executive Order 1065, which is available online at www.calstate.edu.
Since 1993, new courses intended for General Education transfer have been reviewed for acceptability by
CSU Chancellor’s Office staff and a subcommittee of the CSU General Education Advisory Committee.
This same subcommittee, with the addition of UC representatives, reviews the acceptability of community
college courses for the Intersegmental General Education Transfer Curriculum (IGETC), which is
accepted by both UC and CSU systems as an alternative pattern for satisfying lower-division General
Education requirements. In Spring 2000, the Intersegmental Committee of Academic Senates (ICAS)
concluded in a report based on a study of the use, effectiveness, and awareness of IGETC that this
General Education pattern is useful and preferred by students who intend to transfer. The paper, titled
“Use, Effectiveness, and Awareness of the Intersegmental General Education Transfer Curriculum
(IGETC) an Evaluation,” is available on the website of the ASCCC at www.asccc.org.
Determining the eligibility of a particular course for university transfer for all these purposes—elective
credit, major or area of emphasis requirements, and General Education—is an essential part of the
process of local course approval by the curriculum committee, generally with the assistance of a college
articulation officer. For CORs submitted to the Chancellor’s Office, evidence of transferability is a quality
criterion that is reviewed for all programs and courses in traditionally or potentially transferable disciplines.
Guidelines for Transfer Level Courses
The course shall:
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Be aimed more at understanding theory and concepts which are grounded in the fundamental
academic disciplines rather than at the acquisition of immediate technical skills
Treat subject matter with an intensity and pace that establishes an expectation for significantly
greater learner independence than that required at the secondary level
Enhance understanding of intellectual, scientific, and cultural concepts and traditions
Not be of remedial or college preparatory level
Move the student toward acquiring competencies expected of university graduates at its
completion.
The Uniform Course Numbering system (UCN) is used within Peralta to distinguish various course levels.
See the Course Numbering System section of this manual for more information.
Reference:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
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Relationship of Hours to Units
Title 5, section 55002.5, establishes the minimum expected time on task (lecture, study, and/or lab work)
that is necessary to award one unit of credit. A minimum of 48 hours on the semester system (or 33 hours
on the quarter system) of lecture, study, or lab work is required for one unit of credit regardless of term
length. In practice, the number of hours varies among institutions, but is generally within the range of 4854 hours per unit for colleges on the semester system. For each hour of lecture, it is assumed that
students will be required to spend an additional two hours of study outside of class. The number of units
awarded for laboratory courses is generally based on the number of hours of laboratory work, presuming
that students complete most required work in class.
Because California finance laws assume that primary terms average 17½ weeks on the semester system
and 11⅔ weeks on the quarter system (the two semesters or three quarters equal the traditional 35-week
academic year), and because student attendance and related apportionment state compliance auditing is
based on the units and student contact hours delineated in the official COR, the Chancellor’s Office
strongly recommends that colleges use the 18-week semester or 12-week quarter as the basis for the
student contact hour calculation used in the COR, even if a college has been approved to use a
compressed academic calendar. The 18-week semester or 12-week quarter primary term provides the
greatest flexibility in terms of contact hours, and colleges do not risk an audit finding for excessive
apportionment claims such as they might experience using a 16-week semester basis for the contacthour calculation. Additionally, it is also important to note the flexible calendar program is designed around
the 35-week traditional academic calendar, so basing contact hour targets around an 18-week semester
assures that instructional hours lost to “flex” activities will not result in the district not providing the
minimum number of hours required by Title 5, section 55002.5, to award a unit of credit.
The guidelines provided below are all predicated on an 18-week semester or 12-week quarter term. In
determining the number of units to be awarded for courses, colleges must consider total lecture, outside
study, and/or laboratory hours. We refer to the combination of these hours as “student learning hours.”
Note: For example, a course for which three units is awarded may meet four hours a week over a
semester and still be in compliance with these regulations if it is assumed that the increased classroom
time serves to decrease outside study time. Thus, a course that seemingly meets for more hours per
week than the units awarded may be in compliance, as opposed to a course that simply requires an
excess of total classroom hours for the units awarded. A specific example at Peralta is Math 201,
Elementary Algebra, a 4 unit course requiring 5 hours of lecture.
For lab units, it has not traditionally been expected that the student will study outside the classroom.
Therefore, the number of units granted is generally based entirely on the number of hours performed on
campus under the immediate supervision and control of a qualified academic employee. For example,
52.5 hours of chemistry laboratory (three hours per week over 18-weeks) would grant one semester unit
of credit, whereas 52.5 hours of chemistry lecture would grant three units.
The following examples apply to semester units, as outlined in Peralta policy.
Lecture or Lab Only Courses
 One-unit lecture course = 17.5 hours in-class lecture plus 35 hours out-of-class study
 One-unit laboratory course = 52.5 hours in-class laboratory
Lecture and Lab Combined
 Three units (2 units of lecture and 1 unit of lab) = 35 hours in-class lecture, 52.5 hours inclass laboratory, plus 70 hours out-of-class study Check these again!
Some community colleges have assigned a unit of lab credit for fewer than three hours a week of
supervised activity in certain courses where it is expected that students will do some homework, but not
as much as in a traditional lecture course. For example, in a computer applications course, there may be
a certain amount of reading or additional practice required outside of class. The college may award one
unit of lab credit for only two hours per week of hands-on computer instruction/activity, as long as the
instructor assigns one hour per week of out-of-class study. There is no prohibition against this practice;
however, it must be used with caution, particularly in regard to transferable laboratory courses. In the
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Peralta Community College District
natural sciences, it is standard university practice to base the number of units awarded only on the inclass lecture and laboratory hours. Students wishing to transfer a course that includes two hours of lab
and one hour of homework for one unit may not earn the same amount of transfer credit for major or
General Education purposes as that awarded at baccalaureate institutions.
When the combination of lecture and out-of-class study plus laboratory work reaches 108 student
learning hours on the semester system or 72 student learning hours on the quarter system, or twice the
number of hours required for one unit, students must earn at least two units of credit. Note that a college
may not offer two units of credit unless total hours of lecture and out-of-class study plus laboratory work
reaches a minimum of 96 student learning hours on the semester system or 66 student learning hours on
the quarter system. This regulation may affect the number of units awarded in some disciplines that offer
courses with a high number of contact hours, such as courses mandated by professional certification
requirements in law enforcement and fire technology.
For credit courses, a district may choose to award units of credit in increments of one half or smaller.
However, it is not permissible to approve a credit course with zero units of credit.
Given that some colleges begin with total student contact hours in order to derive the appropriate units to
assign to a course, the following examples are provided. All examples use semester hours.


27 lecture contact hours: a college must offer 1.5 units of credit under the assumption that
there are 54 hours of out-of-class study for a total of 81 student learning hours. A college may
not offer 2 units of credit, since the minimum of 96 student learning hours (per Title 5) has not
been attained.
18 lecture contact hours and 36 lab contact hours: a college may offer 1.5 units of credit
under the assumption that the lecture hours entail 36 hours of out-of-class study, resulting in
a total of 90 student learning hours; if a college presumes that each lab contact hour also
entails half an hour of out-of-class work, then the total hours would equal 108 student
learning hours, requiring the college to offer 2 units of credit.
Given the variety in calculation of total student contact hours, colleges must make explicit in the COR not
only the total units for the course, but the lecture/lab breakdown of the units, the term length being used
for the total student contact hour calculation, and the total student contact hours.
Accreditation standards require a minimum of 48 student learning hours for the award of a unit of credit.
Although Title 5, section 58023, defines an hour of classroom or laboratory time as 50 minutes, when
calculating out-of-class study time, an hour retains its ordinary meaning of 60 minutes.
Thus, for a one-unit semester lecture course, the minimum hours would be as follows.
16 hours of classroom time
+ 32 hours of homework
48 hours total student learning time
The minimum number of hours expected for a three-unit semester lecture course would be as follows.
48 hours of classroom time
+ 96 hours of homework
144 hours total student learning time
Colleges must take into account holidays and flex days when constructing the academic calendar in order
to ensure that all courses can meet the 48-student-learning-hour minimum for each unit of credit
awarded. In addition, it is impossible to predict exactly how long it will take for any individual student to
complete a given amount of assigned study or homework; therefore, these ratios will not hold true for
every individual taking the course. Nevertheless, instructors are required to follow the COR and assign an
amount of homework that is consistent with the time it would take the average student to complete the
coursework.
When a term is more or less than 16 weeks, then the class time and assignments for a one-unit course
must be adjusted to meet the required credit hours. For instance, suppose a college schedules a one-unit
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lecture course in a compressed time frame that meets every weekday for two weeks. The minimum hours
would be as follows.
1.6 hours of lecture each day
+ 3.2 hours of homework each day
4.8 hours of student learning each day
It is not appropriate to offer courses in a compressed time frame that, by their design, would not permit
the student to complete the amount of out-of-class homework required to meet the hours-to-units
relationship mandated by Title 5. For example, consider a one-unit lecture course in Library and
Information Science – Research Strategies that is normally scheduled for 16 hours, or 2 hours per week
for eight weeks. This course cannot be offered as a one-day Saturday class since students would have to
complete 16 hours of class time in one day and the students would not have enough time to fulfill their 32
hours of required, outside homework. It is feasible that the class could be scheduled on Saturdays over
several weeks, as long as doing so would allow adequate time for students to complete the course
requirements.
In the spring of 2006, the Peralta DAS passed the following resolution. In the fall of 2006, the Academic
Senate for California Community Colleges essentially passed the same resolution.
Whereas, With the move to compressed calendars and due to enrollment pressures, a number of
colleges are scheduling three-, four-, and even five-unit courses in shortened time frames of fewer than
six weeks; and
Whereas, There are pedagogical considerations that need to be reviewed by the discipline faculty
member who is offering the course and the curriculum committee;
Resolved, That the District Academic Senate recommends that when a course of three or more units is to
be offered in a time frame of fewer than six (6) weeks, the local curriculum committee engage the
discipline faculty in a review of the course for the following: academic integrity and rigor, the method for
meeting Carnegie units, the ability for students to complete and for faculty to evaluate outside
assignments, and the appropriateness of the method of delivery. Such a course can only be offered in the
shortened time frame after it has received curriculum committee approval.
The DAS is aware of the college FTES targets and the motivation to meet those targets. They also are
aware that students will sign up for very short term classes because the classes move quickly and are
over in no time. However there is concern with academic rigor, academic integrity, and whether the same
student learning outcomes can be achieved in a 12 - 15 day course compared to when the course is
offered in six weeks or 18 weeks.
Federal Financial Eligibility
For purposes of federal financial eligibility, a “credit hour” shall be not less than:
One hour of classroom or direct faculty instruction and a minimum of two hours of out of class
student work each week for approximately 15 weeks for one semester, or the equivalent amount
of work over a different amount of time
or
At least an equivalent amount of work as required in the paragraph above of this definition for
other academic activities as established by the institution including laboratory work, internships,
practica, studio work, and other academic work leading to the award of credit hours
Reference:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
x.
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Peralta Community College District
To Be Arranged (TBA) Hours Compliance Advice
Pursuant to Legal Advisory 08-02, TBA has been defined as follows.
Some courses with regularly scheduled hours of instruction have ‘hours to be arranged’ (TBA) as
part of the total contact hours for the course. The TBA portion of the course uses an alternate
method for regularly scheduling a credit course for purposes of applying either the Weekly or
Daily Census Attendance Accounting Procedures.
This is a specialized situation when an exception to normal scheduling is required in certain disciplines.
The use of TBA hours must be defined in the Course Outline of Record (COR) when the course is
developed. The use of TBA is very restricted. Consult with the College Curriculum Committee chair prior
to proposing such a course.
The procedures which must be followed for the TBA hours are described in the Legal Advisory. In some
situations the entire course might be on TBA, and in that case the course would follow the same rules.
Note: The Student Attendance Accounting Manual, page 3.3, refers to TBA hours or “hours to be
arranged,” which for purposes of this advisory have the same meaning as ‘HBA’ or ‘hours by
arrangement’ or any other local term used to designate these hours.
For more information, refer to the Chancellor’s Office website (www.cccco.edu) Legal Affairs Division,
Legal Advisory 08-02.
Reference:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
x.
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Peralta Community College District
Open Courses
Every community college is required, as a minimum condition of state aid, to place a statement on open
courses in its catalog and class schedules.
Title 5, section 51006, requires colleges to publish a statement in the official catalog and schedule of
classes that all course sections or classes for which state aid is awarded are open to enrollment and
participation by any person admitted to the college.
The college may only restrict enrollment in a course when the restriction is specifically required by statute
or legislation. This section also allows colleges to require that students meet prerequisites that have been
established pursuant to Title 5, section 55003. Situations where enrollment limitation may be allowed are
discussed more specifically in Title 5, section 58106. These sections allow the college to restrict students
from enrolling in a course when:
•
Prerequisites, corequisites, or other advisories on recommended preparation have been
established for the course.
•
Health and safety considerations, facility limitations, faculty availability, funding limitations, or
other constraints have been imposed by statutes, regulations, or contracts.
The college can limit enrollment only through one or more of the following approaches.
• Enrolling on a “first-come, first-served” basis or other non-evaluative selection technique
• Offering special registration assistance to the handicapped or disadvantaged student
• Enrolling in accordance with a priority system established by the local board
• Allocating available seats to students who have been judged most qualified in the case of
intercollegiate competition, honors courses, or public performance courses
• Limiting enrollment to a cohort of students enrolled in two or more courses, provided,
however, that a reasonable percentage of all sections of the course do not have such
restrictions
• Restricting enrollment of a student on probation or subject to dismissal to a total number of
units or to selected courses or of a student who is required to follow a prescribed educational
plan
The open course concept means that no course may be offered for apportionment if it is restricted to a
particular group, such as employees of a particular company or organization, students concurrently
enrolled in a neighboring university, persons of a particular ethnicity, or any other narrowly defined group.
Furthermore, although a course may be designed primarily for individuals in a particular group (for
example, individuals already employed in a particular occupation), it may not be offered for apportionment
unless it is open to, and designed in such a way that it could also be of benefit to, other students. Thus, a
course may be primarily intended for skills upgrading of individuals already experienced in a particular
occupation, but it must also be possible for a student in training for that occupation to take and benefit
from the course, subject to legally established prerequisites.
Certain narrow exceptions to the open course rule are specified in law. These include enrollment
preference for fire service personnel (California Code of Regulations, Title 5, § 58051(d)) and law
enforcement trainees (Penal Code, § 832.3[c]), courses conducted in a jail or federal prison (California
Code of Regulations, Title 5, § 58051.6), students who are part of a cohort concurrently enrolled in
another specified course (California Code of Regulations, Title 5, § 58106), and apprentices in “related
and supplemental instruction” courses (Labor Code, § 3076.3).
Reference:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
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Peralta Community College District
Prerequisites, Co-requisites, and Advisories
Prerequisites, co-requisites, advisories, and limitations are necessary to ensure that students succeed in
their coursework and have access to the courses they require. It is important to have prerequisites in
place where they are a vital factor in maintaining academic standards. It is also necessary to ensure that
prerequisites, co-requisites, advisories, and limitations do not constitute unjustifiable obstacles to student
access and success. Therefore, to foster the appropriate balance between these two concerns, the
Education Code requires that prerequisites, co-requisites, advisories, and limitations be established
based solely on content review or content review with statistical validation.
Title 5, section 55002, requires, for degree-applicable credit courses, that the campus curriculum
committee determine whether prerequisites or corequisites are necessary for student success in a
course, including prerequisite English or math levels. This section also states that curriculum committees
may establish prerequisites or corequisites for nondegree-applicable credit courses.
However, Title 5, section 55003, through local district polices, requires with certain limited exceptions,
that prerequisites must be carefully scrutinized before they are established, to be certain that they are
necessary and not discriminatory. The review of prerequisites and corequisites is part of the curriculum
review conducted by the College Curriculum Committee.
In accordance with Title 5, section 55003, prerequisites and corequisites can only be established if they
are determined to be necessary, appropriate, and non-discriminatory, or required by regulation or statute.
Prerequisites that are met by assessment must conform to the matriculation assessment process found in
Title 5, section 55500.
Title 5, section 55003, also requires that prerequisites and corequisites be affirmed through a process of
"content review" at least once every six years, except for prerequisites and corequisites for CTE courses
or programs, which must be reviewed every two years.
Terms used in Title 5, section 55003, are defined as follows:
 Advisory on recommended preparation means a condition of enrollment that a student is advised,
but not required, to meet before or in conjunction with enrollment in a course or educational
program.
 Corequisite means a condition of enrollment consisting of a course in which a student is required
to enroll in order to succeed in another course. The student acquires the necessary skills,
concepts, and/or information in the corequisite course that supports success in the target course.
Since the corequisite course provides skills or knowledge necessary for successful completion of
another course, it is highly unlikely that the student can achieve a satisfactory grade in the course
for which the corequisite is being established without the skills and knowledge provided in the
corequisite course. For example, a course in Medical Transcription may require an Introduction to
Medical Terminology course as corequisite. The student’s familiarity with medical terms will
enable the student to succeed in medical transcription.
 Prerequisite means a condition of enrollment that a student is required to meet in order to
demonstrate current readiness for enrollment in a course or educational program. Meeting the
prerequisite provides assurance that the student has the skills, concepts, and/or information to
succeed in the target course. The prerequisite ensures that students possess the skills or
knowledge necessary for success in a program or course. For example a course might establish
completion of an English course (or placement into English at a specific level) as a prerequisite
before the student may enroll in a Philosophy course that requires high-level reading and writing
skills.
A prerequisite or corequisite may be required by statute or regulation, or may ensure the health and
safety of students in the course for which the prerequisite or corequisite is established. For example, a
college might require that students complete a course in Food Safety as a corequisite to an Introduction
to Culinary Arts course. The knowledge of food safety is required by health regulations and also ensures
the safety of students in the laboratory portion of the Culinary Arts course.
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Peralta Community College District
A course may be established as a prerequisite or a corequisite. If established as a prerequisite, a student
must enroll in the course prior to enrollment in the target course. If established as a corequisite, the
student may enroll in the corequisite prior to enrolling in the target course or simultaneously with the
target course.
The Guidelines for Title 5, section 55003: Policies, Prerequisites, Advisories on Recommended
Preparation document was released February 2012 and is available on the Chancellor’s Office Academic
Affairs Division website (www.cccco.edu/aad).
Information in the Catalog and Schedule of Courses
The college shall provide the following explanations both in the college catalog and in the schedule of
courses.
 Definitions of prerequisites, co-requisites, and limitations on enrollment including the differences
among them and the specific prerequisites, co-requisites, and limitations on enrollment that have
been established
 Procedures for a student to challenge prerequisites, co-requisites, and limitations on enrollment
and circumstances under which a student is encouraged to make such a challenge. The
information about challenges must include, at a minimum, the specific process including any
deadlines, the various types of challenge that are established in law, and any additional types of
challenge permitted by the college.
 Definitions of advisories on recommended preparation, the right of a student to choose to take a
course without meeting the advisory, and circumstances under which a student is encouraged to
exercise that right
Challenge Process
Any student who does not meet a prerequisite or co-requisite or who is not permitted to enroll due to a
limitation on enrollment but who provides satisfactory evidence may seek entry into the course as follows.


If space is available in a course when a student files a challenge to the prerequisite or corequisite, the District shall reserve a seat for the student and resolve the challenge within five (5)
working days. If the challenge is upheld or the District fails to resolve the challenge within the five
(5) working-day period, the student shall be allowed to enroll in the course.
If no space is available in the course when a challenge is filed, the challenge shall be resolved
prior to the beginning of registration for the next term and, if the challenge is upheld, the student
shall be permitted to enroll if space is available when the students registers for that subsequent
term.
Grounds for challenge shall include the following.
 Those grounds for challenge specified in Title 5 Section 55201(f)
 The student seeks to enroll and has not been allowed to enroll due to a limitation on enrollment
established for a course that involves intercollegiate competition or public performance, or one or
more of the courses for which enrollment has been limited to a cohort of students. The student
shall be allowed to enroll in such a course if otherwise he or she would be delayed by a semester
or more in attaining the degree or certificate specified in his or her educational plan.
 The student seeks to enroll in a course that has a prerequisite established to protect health and
safety, and the student demonstrates that he/she does not pose a threat to himself/herself or
others.
 The student has the obligation to provide satisfactory evidence that the challenge should be
upheld. However, where facts essential to a determination of whether the student's challenge
should be upheld are or ought to be in the college's own records, then the college has the
obligation to produce that information.
Curriculum Review Process
Faculty may suggest prerequisites, co-requisites, and advisories on recommended preparation
(advisories) when they submit a new or modified course to the work flow.
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Peralta Community College District
The faculty in the discipline or, if the college has no faculty member in the discipline, the faculty in the
department should follow the steps below.
Approve the course; and,
As a separate action, approve any prerequisite or co-requisite, only if:
The prerequisite or co-requisite is an appropriate and rational measure of a student's
readiness to enter the course or program as demonstrated by a content review including,
at a minimum, all of the following.
 involvement of faculty with appropriate expertise;
 consideration of course objectives set by relevant department(s). The curriculum
review process should be done in a manner that is in accordance with accreditation
standards.
 be based on a detailed course syllabus and outline of record, tests, related
instructional materials, course format, type and number of examinations, and grading
criteria;
 specification of the body of knowledge and/or skills which are deemed necessary at
entry and/or concurrent with enrollment;
 identification and review of the prerequisite or co-requisite which develops the body
of knowledge and/or measures skills identified under iv.
 matching of the knowledge and skills in the targeted course and those developed or
measured by the prerequisite or co-requisite (i.e., the course or assessment)
 maintain documentation that the above steps were taken.
Approve any limitation on enrollment that is being established for an honors course or section, for
a course that includes intercollegiate competition or public performance, or so that a cohort of
students will be enrolled in two or more courses, and, in a separate action, specify which.
Approve that the course meets the academic standards required for degree applicable courses,
non-degree applicable courses, non-credit courses, or community service respectively.
Review the course outline to determine if a student would be highly unlikely to receive a
satisfactory grade unless the student had knowledge or skills not taught in the course. If the
student would need knowledge or skills not taught in the course itself, then the course may be
approved for degree applicable credit only if all requirements for establishing the appropriate
prerequisite have been met excepting only approval by the curriculum committee.
Review the course outline to determine whether receiving a satisfactory grade is dependent on
skills in communication or computation. If receiving a satisfactory grade is sufficiently dependent
on such skills, then the course may be approved for degree applicable credit only if all
requirements have been met for establishing a prerequisite or co-requisite of not less than
eligibility for enrollment to a degree-applicable course in English or mathematics, respectively.
The academic senate has the responsibility for the final approval of prerequisites, co-requisites, and
advisories on recommended preparation (advisories) except that the academic senate may delegate this
task to the curriculum committee without forfeiting its rights or responsibilities under Title 5 Sections
53200-53204 and within the limits set forth in Title 5 Section 55003. Certain limitations on enrollment
must be established in the same manner.
The curriculum committee also reviews the course and prerequisite in a manner that meets each of the
requirements specified above.
If the District chooses to use content review as defined in Title 5 of the Code of California Regulations
section 55000(c) to define prerequisites and co-requisites in reading, written expression, or mathematics
for courses that are degree applicable and are not in a sequence, it must adopt a plan consistent with
Title 5 of the Code of California Regulations section 550039(c).
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Peralta Community College District
Program Review: Regular Review of Prerequisites and Co-requisites
The college shall periodically review each prerequisite, co-requisite, or advisory to establish that each is
still supported by the faculty in the discipline or department and by the Curriculum Committee and is still
in compliance with all other provisions of this policy and with the law.
This review shall occur as a regular part of the program review process.
 Career Technical Education (CTE) courses or programs shall be reviewed every two years.
 All other courses and programs at least every six years.
Implementing Prerequisites, Co-requisites, and Limitations on Enrollment
Implementation of prerequisites, co-requisites, and limitations on enrollment must be done in a consistent
manner and not left exclusively to the classroom instructor. Every attempt shall be made to enforce all
conditions a student must meet to be enrolled in the course through the registration process so that a
student is not permitted to enroll unless he/she has met all the conditions or has met all except those for
which he/she has a pending challenge or for which further information is needed before final
determination is possible of whether the student has met the condition.
Instructor's Formal Agreement to Teach the Course as Described
Each college shall establish a procedure so that courses for which prerequisites or co-requisites are
established will be taught in accordance with the course outline, particularly those aspects of the course
outline that are the basis for justifying the establishment of the prerequisite or co-requisite. The process
shall be established by consulting collegially with the local academic senate and, if appropriate, the local
bargaining unit.
Courses Exempt from Content Review
Title 5 subdivision (e) of section 55003 specifies the conditions under which a prerequisite or co- requisite
does not need to be subject to either content review or content review with statistical validation:
 It is required by statute or regulation; or
 It is part of a closely-related lecture-laboratory course pairing within a discipline; or
 It is required by four-year institutions; or
 Baccalaureate institutions will not grant credit for a course unless it has the particular
communication or computation skill prerequisite.
Review of Individual Courses
If the student's enrollment in a course or program is to be contingent on his or her having met the
proposed prerequisite(s) or co-requisite(s), then such a prerequisite or co-requisite must be established
as described. If enrollment is not blocked, then what is being established is not a prerequisite or corequisite but, rather, an advisory on recommended preparation and must be identified as such in the
schedule and catalog.
Advisories or Recommended Preparation
The college may recommend that a student meet a standard of readiness at entry only if recommended
by the faculty in the discipline or department and by the Curriculum Committee as provided above. This
process is required for such recommendations described by the college in its catalog or schedule as
"prerequisites," or "recommended," or by any other term.
Limitations on Enrollment
The types of limitation on enrollment specified below may only be established through the curriculum
review process by the discipline or department faculty and the curriculum committee specified above
including the requirement to review them again at least every six years; for example, as part of program
review. The following requirements must also be met in order to establish these particular limitations on
enrollment.
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Performance Courses
The college may establish audition or try-out as a limitation on enrollment for courses that include public
performance or intercollegiate competition such as but not limited to band, orchestra, theater, competitive
speech, chorus, journalism, dance, and intercollegiate athletics provided that:


For any certificate or associate degree requirement which can be met by taking this course, there
is another course or courses which satisfy the same requirement; and
The college includes in the Course Outline of Record (COR) a list of each certificate or associate
degree requirement that the course meets and of the other course or courses which meet the
same requirement.
Limitations on enrollment established as provided for performance courses shall be reviewed during
program review or at least every six years to determine whether the audition or try-out process is having a
disproportionate impact on any historically under-represented group and, if so, a plan shall be adopted to
seek to remedy the disproportionate impact. If disproportionate impact has been found, the limitation on
enrollment may not be printed in subsequent catalogs or schedules nor enforced in any subsequent term
until such a plan has been endorsed by the department and the college administration and put into effect.
Honors Courses
A limitation on enrollment for an honors course or an honors section of a course may be established if, in
addition to the review by the faculty in the discipline or department and by the curriculum committee as
provided above, there is another section or another course or courses at the college which satisfy the
same requirements. If the limitation is for an honors course and not only for an honors section, the college
must also include in the COR a list of each certificate or associate degree requirement that the course
meets and of the other course or courses which meet the same associate degree or certificate
requirement.
Blocks of Courses or Sections
Blocks of courses or blocks of sections of courses are two or more courses or sections for which
enrollment is limited in order to create a cohort of students. Such a limitation on enrollment may be
established if, in addition to review by the faculty in the discipline or department and by the curriculum
committee as provided above, there is another section or another course or courses that satisfy the same
requirement. If the cohort is created through limitations on enrollment in the courses rather than
limitations on specific sections of courses, then the college must include in the COR a list of each
certificate or associate degree requirement that the course meets and of the other course or courses
which satisfy the same associate degree or certificate requirement.
Prerequisites and Recommended Preparation in C-ID Descriptors
Remember that the content, objectives, and pre and co-requisites of all C-ID descriptors reflect the
minimum standards expected in a college's Course Outline of Record (COR). While the COR must meet
all of these standards as included in the C-ID descriptor, colleges may certainly go beyond the descriptor
and include additional content or higher requirements.
References:
Administrative Procedure 4260 Prerequisites, Co-requisites, and Advisories
Title 5 Section 55003
Title 5 Sections 55000 et seq.
Guidelines for Title 5 Regulations Section 55003, Policies for Prerequisites, Co-requisites and
Advisories on Recommended Preparation (CCCCO, February 2012)
http://extranet.cccco.edu/Portals/1/AA/Credit/Prerequisites_Guidelines_55003%20Final.pdf
C-ID Final Descriptor Website, http://www.c-id.net/view_final.html
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
x.
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Peralta Community College District
Stand-Alone Credit Courses
When a credit course is not part of an approved program, it is “not degree-applicable” or commonly
referred to as a stand-alone credit course. This term also refers to credit courses that are required for a
certificate of fewer than 18 semester or 27 quarter units that has not been approved by the Chancellor’s
Office as a Certificate of Achievement.
Effective Fall 2007, districts were delegated authority to approve stand-alone credit courses that are
offered for credit, if the college where the courses will be offered is certified for local approval pursuant to
Title 5, section 55100. The approved course must be reported to the Chancellor’s Office in order to assign
a unique course control number. This number is required when submitting enrollment data via the
Chancellor’s Office Management Information Systems (MIS).
Title 5, section 55100, requires the district to annually certify that all faculty and staff who are involved in
the curriculum approval process have received training from the Chancellor’s Office in the policies and
procedures related to the curriculum review and approval process. Annually, training is available from the
Chancellor’s Office for Chief Instructional Officers and curriculum committee chairs, who are then
responsible for training all persons who are involved in the curriculum approval process. Colleges are
required to complete the training annually to be certified. Documentation of training completion at each
college is required by September 30th of each year to the Chancellor’s Office Academic Affairs Division.
Training materials are available on the Chancellor’s Office Academic Affairs Division website
(www.cccco.edu/aad).
If a college is not certified to locally approve stand-alone credit courses, then approval from the
Chancellor’s Office is required. The college may not approve a stand-alone credit course that was
previously denied approval by the Chancellor’s Office, unless the course is modified to adequately
address the reasons for denial.
When a college offers a group of stand-alone credit courses in the same Taxonomy of Programs (TOP)
code that total 18 semester units or 27 quarter units and that are linked to one another as prerequisites or
corequisites, the courses are no longer considered stand-alone and Chancellor’s Office program approval
is required. The college must submit this sequence of courses for approval as a Certificate of
Achievement.
This is intended to guard against creating a group of stand-alone courses that are linked into a sequence
of courses. For example, the college could approve three stand-alone credit courses that are prerequisite
to each other, such as ACCT 100 Introduction to Accounting, ACCT 110 Principles of Accounting, and
ACCT 120 Computer Applications for Accounting. ACCT 100 is prerequisite to ACCT 110, which is
prerequisite to ACCT 120. These three stand-alone credit courses are required for a 10-unit Skills
Certificate in Accounting. At this point, the college is in compliance and can offer these courses and
award the certificate without Chancellor’s Office approval.
Two years later, however, the college approves some new stand-alone courses in Tax Studies, including
ACCT 200 Introduction to Tax Law (3 units), ACCT 201 Tax Preparation (3 units), and ACCT 202 Tax
Planning (3 units). The course ACCT 120 is a prerequisite to ACCT 200, which is prerequisite to ACCT
201 and corequisite to ACCT 202. The 19 units of stand-credit alone courses are linked together by
prerequisites and corequisites and approval is needed. The status of these courses changes from standalone credit courses to program-applicable.
In order to fulfill requirements for a certificate or degree major or area of emphasis, students cannot count
18 or more semester units (or 27 or more quarter units) of courses that have been approved as standalone credit courses. This requirement may limit the number of stand-alone credit courses that students
may choose to complete to fulfill requirements for an award.
Reference:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
x.
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Peralta Community College District
Selected Topics (Experimental Course) Policy
One type of stand-alone credit course that colleges have locally approved, even before local approval of
stand-alone courses was delegated, is the “experimental” course or the course that covers “special
topics” in a specific discipline.
In general, an experimental course is one for which full information on some approval criterion, such as
feasibility or need, cannot be determined until the course is actually offered on a pilot basis.
A special topics course is one which employs a consistent disciplinary framework, but for which the
specific focus may change from term to term. An example is a Special Topics in Political Science or
Current Events in Political Science course in which the content will be different in each term. If a particular
topic is addressed regularly, it must be approved as a regular course.
At some colleges, special topics may not be defined as narrowly as this. Some colleges may use the
terminology “special topics” in lieu of “experimental.” These terms are not defined in Title 5 and may be
interpreted in district policy in either way.
Peralta has identified these Special Topics as Selected Topics or Experimental Courses. New courses
may be designated as Selected Topics with the exception of courses requiring outside agency licensing
(RN, LVN, Radiologic Technology, Aviation Operations and Maintenance, Dental Assisting, Cosmetology,
Child Development, Nursing Assistant).
The course numbering system for Selected Topics is as follows.
48 UA – ZZ associate degree; transferable Berkeley City College
48 AA – FZ associate degree; transferable College of Alameda
48 GA – MZ associate degree; transferable Laney College
48 NA – TZ associate degree; transferable Merritt College
248 UA – ZZ associate degree; non-transferable Berkeley City College
248 AA – FZ associate degree; non-transferable College of Alameda
248 GA – MZ associate degree; non-transferable Laney College
248 NA – TZ associate degree; non-transferable Merritt College
348 UA – ZZ non-associate degree Berkeley City College
348 AA – FZ non-associate degree College of Alameda
348 GA – MZ non-associate degree Laney College
348 NA – TZ non-associate degree Merritt College
448 UA – ZZ Apprenticeship and Cooperative Education Berkeley City College
448 AA – FZ Apprenticeship and Cooperative Education College of Alameda
448 GA – MZ Apprenticeship and Cooperative Education Laney College
448 NA – TZ Apprenticeship and Cooperative Education Merritt College
548 UA – ZZ Non-credit Courses Berkeley City College
548 AA – FZ Non-credit Courses College of Alameda
548 GA – MZ Non-credit Courses Laney College
548 NA – TZ Non-credit Courses Merritt College
648 UA – ZZ Non-credit Courses Berkeley City College
648 AA – FZ Non-credit Courses College of Alameda
648 GA – MZ Non-credit Courses Laney College
648 NA – TZ Non-credit Courses Merritt College
Experimental/selected topic courses will be processed through the regular new course work flow at the
college and submitted to CIPD as an informational item.
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Peralta Community College District
Liberal Arts Selected Topics courses numbered 48 AA – ZZ, 248 AA – ZZ, and 348 AA – ZZ may be
offered for ½ - 5 semester units. Career Technical Education (CTE) Selected Topics courses numbered
48 AA – ZZ, 248 AA – ZZ and 348 AA – ZZ may be offered for ½ - 9 semester units. The number of
Selected Topics courses offered at any one time in each liberal arts department is six; the number of
Selected Topics courses offered at any one time in each CTE department is eight.
Each Selected Topics course can be offered for a maximum of two times. After the second time the
course is offered, the department should decide if it wants the course to be a permanent offering, also
known as institutionalizing the course. If so, the department resubmits the course through the work flow
as a new course, assigning it a permanent number. If not, the course must be retired.
Experimental/selected topic courses, while offered and included in the colleges’ schedules of classes, are
not considered to be regular catalog entries. At such time as these courses receive permanent status
they can be added to the college catalog.
New courses may be proposed as experimental/selected topics or as a permanent course. Contact your
curriculum chair for an appropriate number.
The timing to approve a selected topics course is the same as for all other courses. They are not on an
expedited approval schedule.
Note: Approval of curriculum is a time-consuming process. Due to the various levels of review required
by policy and law within the college and the district, as well as the state requirements to have an
approved state control number prior to the courses/programs being offered, new curriculum or changes to
existing curriculum should normally be submitted at least two semesters prior to planned implementation.
See Part II, Processing New and Revised Courses and Programs for more details.
Reference:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
x.
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Peralta Community College District
Community Service (Fee-Based) Courses
Per the provision of Education Code Section 78300, the colleges of the Peralta Community College
District may offer Community Service courses (fee based courses).
Community service courses shall be open for admission of adults and of minors who can benefit from the
courses.
Community Service classes and activities are those instructional and enrichment offerings, not supported
by state apportionment, designed for the physical, mental, moral, economic, or civic development of
persons in attendance. These activities which exist in various formats extend the regular and traditional
educational services of the District for broader community and individual benefits.
Community Service courses are not to be confused with any “service learning” or “civic engagement”
activities that may be incorporated into regular class offerings supported by state apportionment.
No General Fund monies may be expended to establish or maintain community service courses.
Students involved in community service courses shall be charged a fee not to exceed the cost of
maintaining the courses.
Community Service (Fee Based) applies to courses outside the credit and non-credit programs of the
District and therefore do not require state approval. These courses are offered for zero units. Within the
PCCD these Liberal Arts and Occupational Education courses are numbered 848 AA – ZZ and 948 AA –
ZZ.
As of February 6, 2012, the following approval process for fee based courses was approved by CIPD.
The colleges will submit fee based courses through their College Curriculum Committees in CurricUNET.
Approved courses will be forwarded to the district for inclusion in the monthly curriculum report submitted
to the board for approval, using this format. CIPD approval is not required.
Fee Based Courses Monthly Curriculum Report
Subject Catalog Number, Course Title
Total number of hours
Course description.
Example:
Fee Based Courses Monthly Curriculum Report
BIOL 801, Biology of Growing Food
12 Hours
Basics of growing edible plants for household production: Design and layout,
composting, soil preparation, planting, maintenance, and harvesting. Intended for
students with no or limited previous gardening experience.
Fee Based Courses are not input into PeopleSoft. PeopleSoft is not used to schedule or enroll fee based
students. Each college will determine its own practice for class scheduling and enrolling fee based
students. Each college must develop information for the schedule of classes to inform students of the fee
based offerings.
For additional information, refer to the California Community Colleges Guidelines for Community Services
Offering, available under Resources, on the Chancellor’s Website at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.aspx. It is
also available at the Peralta District Curriculum Website at http://web.peralta.edu/curriculum/.
Reference:
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Peralta Community College District
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
x.
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Peralta Community College District
Contract Education
The District/Colleges may contract for instructional classes to be offered at the request of public or private
agencies or groups.
These courses shall be provided to such organizations on a contract basis as the need arises.
Instructional courses shall be consistent with the goals of the District/Colleges, and responsive to the
educational requirements of the respective public or private agencies or groups requesting them.
These programs are normally closed to the general public and are therefore not eligible for apportionment
in accordance with the Education Code.
Courses offered through contract education must be approved by the College Curriculum Committee.
They may be credit courses, non-credit courses, or community service (fee-based) courses. If the course
is created specifically for contract education purposes and it is a non-credit course, it should be numbered
using the 700 series.
References:
Board Policy 4400 Community Service Programs
Education Code Section 78300
Administrative Procedure 4104 Contract Education
Title 5 Section 55170
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Peralta Community College District
Non-Credit Courses
Noncredit instruction is one of several educational options authorized by the California Education Code to
be offered within the California Community Colleges. Students are offered access to a variety of courses
at no cost to assist them in reaching their personal, academic, and professional goals. Currently, 10
categories of noncredit courses are eligible for state funding and are listed below. Noncredit courses often
serve as a first point of entry for those who are underserved, as well as a transition point to prepare
students for credit instruction. Noncredit instruction is especially important for students who are the first in
their family to attend college, for those who are underprepared for college-level coursework, and for those
who are not native English speakers, among others.
The California Community Colleges Chancellor’s Office website (www.cccco.edu) provides links to
resources that can assist with the development of noncredit courses and programs as required by the
California Education Code and applicable portions of the California Code of Regulations (referred to as
Title 5 in this Handbook). This section draws information from several publications and sources, which
can be found in the noncredit section of the Chancellor’s Office Academic Affairs Division website
(www.cccco.edu/aad).
Chancellor’s Office approval is required for all noncredit courses that receive state funds. A document
that can be useful to curriculum committees in carrying out their responsibilities for course development
and approval is the Academic Senate Paper, “The Course Outline of Record: A Curriculum Reference
Guide.” It can be downloaded from the Academic Senate for California Community Colleges (ASCCC)
website at www.asccc.org.
Course Outlines of Record (CORs) for noncredit courses are completed in the same format as those for
credit courses, with a few exceptions.





No units are listed.
Advisories are optional.
Methods of evaluation are indicated, but grades are optional. Most noncredit courses are
identified as Pass/No Pass.
Out of class assignments are optional.
Courses should be numbered using the 500 or 600 series.
Taken together, the content of the course, methods of instruction, assignments, and methods of
evaluation must be described in the COR in a manner that is integrated and leads to the achievement of
the course objectives.
The 10 noncredit categories (CB22) classify a noncredit course in accordance with its primary objective.
The classifications of noncredit courses are eligible for state apportionment in accordance with Education
Code sections 84757(a) and 84760.5, and Title 5, section 58160.
The table below aligns CB22 with applicable TOP codes for each Noncredit Eligibility Category, as
described in the Taxonomy of Programs Manual, 6th Edition available under Resources on the
Chancellor’s Office Academic Affairs Division website
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.aspx.
Noncredit Category – These 10 categories of noncredit courses are eligible for state apportionment as
noted above
Noncredit:
A = English as a Second Language
B = Immigrant Education
C = Elementary and Secondary Basic Skills
D = Health and Safety Education
E = Education Programs for Persons with Substantial Disabilities
F = Parenting Education
G = Family and Consumer Sciences
H = Education Programs for Older Adults
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Peralta Community College District
I = Short-term Vocational Programs with High Employment Potential
J = Workforce Preparation
The Uniform Course Numbering system (UCN) is used within Peralta to distinguish various course levels.
See the Course Numbering System section of this manual for more information.
For more details refer to California Community Colleges, Program and Course Approval Handbook
(PCAH) available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.aspx.
Section 4: Noncredit Curriculum in that handbook describes the standards and criteria for noncredit
program and course development, approval procedures for noncredit programs and courses, and
instructions for completing applications for approval of noncredit programs and courses by the
Chancellor’s Office.
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Peralta Community College District
Distance Education
Definition
Distance education is covered by Title 5, Chapter 6, Subchapter 3, starting with section 55200. Both
credit and noncredit courses may be offered through distance education, which is defined as “instruction
in which the instructor and student are separated by distance and interact through the assistance of
communication technology.”
Distance education regulations refer to all courses that are developed with the intent that individual
classes or sections, or any portion of the course, may be scheduled as distance education instead of
traditional, face-to-face instruction. This includes courses referred to as “hybrid” which combine
traditional, face-to-face instruction and distance education with either synchronous or asynchronous
instructor-student interaction through communication technology.
Title 5 regulations specify that course quality standards apply to distance education in the same manner
as for traditionally delivered courses and that each course designed for delivery via distance education
must be separately approved by the College Curriculum Committee.
In addition, the regulations require regular contact between instructors and students.
Course Approval
Each proposed or existing course offered by distance education shall be reviewed and approved
separately by the local College Curriculum Committee. Separate approval is mandatory if any portion of
the instruction in a course or a course section is designed to be provided through distance education.
The review and approval of new and existing distance education courses shall follow the curriculum
approval procedures outlined in Administrative Procedure 4020 Program and Curriculum Development.
Distance education courses shall be approved under the same conditions and criteria as all other
courses, using the District’s curriculum management system, CurricUNET.
Distance education proposals are sent to the Council on Instruction, Planning, and Development (CIPD)
for district-level review.
Certification
When approving distance education courses, the department proposing the course and the College
Curriculum Committee will certify the following:




Course Quality Standards: The same standards of course quality are applied to the distance
education courses as are applied to traditional classroom courses.
Course Quality Determinations: Determinations and judgments about the quality of the distance
education course were made with the full involvement of the College Curriculum Committee
approval procedures.
Instructor Contact: Each section of the course that is delivered through distance education will
include regular effective contact between instructor and students.
Duration of Approval: All distance education courses approved under this procedure will continue
to be in effect unless there are substantive changes of the course outline.
Federal Financial Aid Eligibility:
Consistent with federal regulations pertaining to federal financial aid eligibility, the District/Colleges
authenticate or verify that the student who registers in a distance education course is the same student
who participates in and completes the course and receives the academic credit.
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Peralta Community College District
The District/College will provide to each student at the time of registration, a statement of the process in
place to protect student privacy and estimated additional charges associated with verification of student
identity, if any.
The colleges shall utilize one or more of these methods to authenticate or verify the student’s identity:
 Secure credentialing/login and password
 Proctored examinations
 New or other technologies and practices that are effective in verifying student identification
Scheduling Instructors for Distance Education classes.
The instructor must use or commit to using a recognized CMS/LMS (course or learning management
system) to deliver course content, which adheres to the following standards:




Welcome/Orientation
Organizational components
Instructional modalities
Assessment practices and expectations
Instructor must have the following three elements in place prior to being assigned an online course:



Has received training in the use of at least one course management system (such as WebCT,
Blackboard, ETUDES-NG, MOODLE)
Has successfully completed a course in how to teach online, such as “Teaching an Online
Course” (offered by PCCD/Merritt College, @One, another community college, another
appropriate external entity or UC extensions course)
Uses the Peralta email system (with a peralta.edu email address) and has a Peralta webpage on
the college website that hosts the online course. This webpage will provide a link to the
CMS/LMS (course/learning management system) website.
Recommended preparation includes that the instructor:


Has enrolled in an online course of some kind
Has worked with a mentor who is an experienced online instructor
Recommended ongoing instructor preparation should include maintaining currency in online education
such as:





Technologies
Pedagogy
Collaborating with other online instructors
Ongoing assessment of student learning outcomes
Complete a certificate in online education (at least 3 and as many as 8 courses in online
education for certification as an online instructor)
References:
Administrative Procedure 4105 Distance Education
Title 5 Sections 55200 et seq
42 U.S. Code Sections 12100 et.seq
29 U.S. Code Section 794d
ACCJC Guide to Evaluating Distance Education and Correspondence Education
34 Code of Federal Regulations Part 602.17
U.S. Department of Education regulations on the Integrity of Federal Student Financial Aid
Programs under Title IV of the Higher Education Act of 1965, as amended
Distance Education Regulations and Guidelines (2008 Omnibus Version) available on the
Chancellor’s Office Academic Affairs Division website
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Peralta Community College District
(http://extranet.cccco.edu/Divisions/AcademicAffairs/InstructionalProgramsandServicesUnit/Dista
nceEducation.aspx)
Distance Education Regulations and Guidelines for Students with Disabilities (January 2011)
available on the Chancellor’s Office Academic Affairs Division website
(http://extranet.cccco.edu/Divisions/AcademicAffairs/InstructionalProgramsandServicesUnit/Dista
nceEducation.aspx)
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Peralta Community College District
Independent Study
Independent study is a mode of instruction in which students are not required to be under the immediate
supervision and control of a qualified academic employee. This must not be confused with the
requirement in Title 5, section 55002, that all courses offered for credit must require students to study
independently outside of class. Instead, this discussion of independent study refers to a course that is not
regularly scheduled, but for which it is expected that the student will interact directly with the instructor on
an individual basis. All colleges may offer locally approved independent study courses.
Title 5, section 58009, was revised in 2006 in order to address disparity in apportionment for laboratory
independent study courses and traditional courses. Apportionment for independent study laboratory
courses is now calculated based on the student contact hours rather than on units.
Independent Study permits a student to explore an area of study or project of his/her choice not covered
by regular catalog offerings. Such study may include directed field experience, research, or development
of skills and competence.
Conditions for Independent Study
 The student must have completed 12 semester units at the college.
 The student must be concurrently enrolled in at least one other class at the college.
 The student can enroll in one (1) Independent Study course in any given semester which cannot
exceed five (5) units.
 The student can only earn a maximum of five (5) units in any one discipline, regardless of the
number of repeats.
Approval Process for Independent Study
 The student must demonstrate that his or her background is adequate for the proposed course of
study and must have prior successful academic experience in the particular discipline of study.
 The student must submit the required Independent Study form, with a written request, including
an outline of the project to the instructor (contract full-time instructor) and obtain written approval
prior to the end of the second week of the semester.
 The student must have approval of the department chair.
 The student must have the approval of the Office of Instruction.
Independent Study Course Characteristics
Independent Study courses are conducted by full-time instructional faculty and are graded in a manner
consistent to other course offerings. Students must have access to the instructor during the instructor’s
office hours or at other times with the instructor’s consent.
These courses may count as electives and generally do not fulfill specific Associate degree requirements.
Transfer credit for Independent Study (49’s) is contingent upon an evaluation of the course by the
receiving University of California. Independent Study (49’s) transfers as elective credit to the CSU system.
Course number 49 is designated for Independent Study. Only subject matter not offered within the District
shall be considered appropriate.
Courses may be offered for ½ - 5 semester units.
References:
Administrative Procedure 4101 Independent Study
Title 5 Sections 55230 et seq.
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Peralta Community College District
Course Repetition and Repeatability Policy
The Peralta Community College District Administrative Procedure 4225 provides detail regarding course
repetition and course repeatability and should be referenced. This procedure follows state regulations in
Title 5.
Following is a summary and is not intended to replace or change Administrative Procedure 4225.
A. Students may petition to repeat a course for one of the following reasons:
1. To alleviate substandard academic work (“D,” “F,” “FW,” and/or “NP”) or because a “W” was
earned. (Two repeats permitted; thus can only take the course three times).
2. To meet a “legally mandated training requirement as a condition of continued paid or
volunteer employment” (documentation required).
3. To address a “significant change in industry or licensure standards which is necessary for a
student’s employment or licensure” (documentation required).
4. Because of “extenuating circumstances” including verified cases of accidents, illness, or other
circumstances beyond the student’s control.
5. Because “another institution of higher education to which the student seeks to transfer has
established a recency requirement which the student will not be able to satisfy without
repeating the course in question” (documentation required).
6. Because of a “significant lapse of time” (no less than 36 months) and “there is a properly
established recency prerequisite for the course or program pursuant to Title 5 section 55003.”
B. Students can repeat courses for one of the following reasons and a petition is not required.
1. A student is permitted to enroll in a variable unit open-entry/open-exit course as many times
as necessary to complete the entire curriculum of the course once.
2. A student may repeat Cooperative Work Experience for a total of 16 semester units, with a
maximum of 6 semester credit hours during one enrollment period in general work
experience and a maximum of 8 semester credit hours during one enrollment period in
occupational work experience.
3. A student may repeat a course which is designated as repeatable because repetition of that
course is required by CSU and/or UC for completion of a bachelor’s degree.
4. A student may repeat a course for purposes of Intercollegiate Athletics (350 contact hours
per year per sport and 175 contact hours in courses that focus on conditioning and skill
development) OR participation for up to four (4) semester enrollments in that course.
5. A student may repeat courses that are designed specifically for participation in non-athletic
competitive events between students from different colleges and the event is sanctioned by a
formal collegiate or industry governing board.
6. A student may enroll in active participatory courses in physical education, visual or
performing arts that are related in content for no more than four (4) courses in each content
area (even if a “W” is received).
C. A student with a disability may repeat a special class for students with disabilities any number of
times based on an individualized determination that such repetition is required as a disabilityrelated accommodation for that particular student for one of the reasons specified in Title 5
section 56029.
References:
Administrative Procedure 4225 Course Repetition and Course Repeatability
Credit Course Repetition Guidelines, July 2013. It is available under Guidelines at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.aspx
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Peralta Community College District
Cooperative Work Experience Education
Purpose
The purpose of Occupational Work Experience (Cooperative Education/COPED) is to provide for on the
job experiences for students whereby they will gain a deeper understanding of the relationships between
classroom theory and practical application, be an active participant in an actual workplace environment,
and improve their employment opportunities.
In keeping with the educational philosophy of the District/Colleges, which maintain that occupational
education is a vital and inseparable segment of the total educational program of the Colleges, the
Colleges of the Peralta Community College district are committed to the development and expansion, as
appropriate, of the effective program of work experience education.
Work Experience courses (COPED) are submitted for review and approval to the local College Curriculum
Committee and forwarded to the Council on Instruction, Planning and Development (CIPD) for final
approval.
Cooperative work experience education is an exception to the usual requirement that state-reimbursed
community college education be under the immediate supervision of a qualified academic employee.
Resources and information about cooperative work experience education can be found on the
Chancellor’s Office website (www.cccco.edu) under the Economic Development and Workforce Education
Division in the CTE section. The Work-Based Learning Handbook is an online reference to topics and
issues central to the effective implementation and operation of cooperative work experience education
and work-based learning programs. The regulations for cooperative work experience are covered in Title
5, Chapter 6, Subchapter 3, Article 4, beginning with section 55250.
A college that offers cooperative work experience must provide certain services, including supervision by
a qualified instructor or coordinator, written evaluation of students' progress, consultation with employers,
and other elements. Units of work experience must be earned in certain patterns described in regulations.
There are two types of cooperative work experience education. General work experience education is
supervised employment intended to assist students in acquiring desirable work habits, attitudes, and
career awareness. The work experience does need not be related to the student's specific educational
goals. Occupational work experience education is supervised employment where on-the-job learning
relates to the student's specific educational or occupational goal. Work experience, in conjunction with a
program of instruction, makes it possible for a student to obtain college credit for paid or volunteer
experience.
Title 5, section 55253, states that a maximum of 16 units can be granted for occupational work
experience or a combination of general and occupational work experience education.
Students may enroll in no more than four (4) units of cooperative Work Experience education per
semester, on the basis of 75 hours of paid work experience per semester per each unit of credit, or 60
hours of unpaid or volunteer work experience per semester per each unit of credit.
The student’s plan of work and study must have the approval of the college work experience
supervisor/coordinator.
When work experience education is reported in the Chancellor’s Office Management Information
Systems, the Taxonomy of Programs (TOP) code 4932.00 must be used for general work experience
education. Occupational work experience must be reported in the same TOP code as the program of
which it is a part. For example, occupational work experience in the area of automotive technology must
be reported in TOP code 0948.00.
The Uniform Course Numbering system (UCN) is used within Peralta to distinguish various course levels.
See the Course Numbering System section of this manual for more information.
References:
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Peralta Community College District
Administrative Procedure 4103 Work Experience
Title 5 Sections 55250 et seq.
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
x.
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Peralta Community College District
American Cultures (AC) Requirement
The American Cultures Center at University of California, Berkeley, works with California Community
Colleges to develop courses which meet the American Cultures Requirement on the UC Berkeley
campus.
The American Cultures Center focuses its attention on creating courses which provide integrative and
comparative analysis of race, ethnicity and culture in the United States.
As courses are developed they recommend considering:
 the transnational effects on the making and meaning of American cultures
 the ways in which digital content as both cultural practice and teaching tools are being integrated
 the intersection of studies of genetic ideas, practices, race and science
 the ways in which students and faculty engage with the interests and questions set by local
communities
As faculty developing courses to meet the AC requirement, the materials created by UC Berkeley faculty
are fully available.
Contact the AC Center to schedule a visit with a faculty member, attend any of the campus events which
the AC Center sponsors, or to talk about ideas for new courses or initiatives.
Additional information is available at the American Cultures Website http://americancultures.berkeley.edu.
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Peralta Community College District
Credit By Examination
Credit by Examination may be obtained by one of the following external examination methods.



Achievement of a score of 3, 4, or 5 on an Advanced Placement Examination administered by the
College Entrance Examination Board.
Achievement of a score that qualifies for credit by examination in the College Level Examination
Program.
Achievement of a score that qualifies for credit by examination in the International Baccalaureate
Program.
Details regarding each examination process are to be published in the college catalogs and are reviewed
by the college Articulation Officers.
Rules for Credit by Examination through a College Administered Examination
Credit by examination can also be obtained through satisfactory completion of an examination
administered by the college in lieu of completion of a course in the college catalog.




The student must be currently registered in the college and have completed 12 units at the
college for residency purposes.
The student must have a minimum cumulative grade point average (GPA) of 2.0.
The student must be in good standing and have no financial obligations owed to the Peralta
Community College District.
The course is listed in the college catalog as having a credit-by-exam option.
A grade of incomplete (I) may not be assigned for Credit by Examination. The student’s grade shall be
recorded on his/her academic record, even if it is substandard. The student will not have the option of
rejecting a substandard grade.
Credit by Examination counts as enrollment for repeatability purposes. The student may make only one
attempt of Credit by Examination per course.
The student may not earn more than 12 units of Credit by Examination for an associate degree and 6
units toward a certificate of achievement.
The student must pay the fees equal to the enrollment fee cost of the course (BOGFW does not cover
this fee).
Although the University of California and the California State University accept, with certain limitations,
appropriate credits obtained by examination, there is no guarantee that other institutions will do so.
The grade obtained through Credit by Examination will be recorded on the transcript (academic record)
with a descriptor CE (Credit by Examination).
Basic Skills courses, laboratory courses, physical education activity courses, and basic courses in the
student’s native language are excluded from Credit by Examination consideration.
Credit by Examination is not available where:



the student already has completed a more advanced course in the discipline.
the student previously has received an evaluative symbol grade (A, B, C, D, F, W, FW, CR, P, NC
or NP) for a course taken at one of the Peralta colleges.
the student has failed a Credit by Examination test (cannot petition to retake the course by Credit
by Examination)
Grades issued upon completion of Credit by Examination will be included in the calculation of the
student’s grade point average for determining scholarship awards.
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Peralta Community College District
Credit by Examination only shall be available in Fall and Spring semesters. The student must be enrolled
at the college or enrolled in an approved CTE/high school articulated program during the semester in
which the Credit by Examination is attempted.
The petition for Credit by Examination must be completed and submitted to the Office of Instruction by the
beginning of the fifth (5th) week of the semester and the examination must be completed before the end
of the semester.
Credits acquired by examination are not applicable to meeting of such unit load requirements as Selective
Service deferment, Veteran's, Social Security benefits, athletics, or residency for financial aid.
Credits acquired by examination shall not be counted in determining the 12 semester hours of credit in
residence required for an Associate degree.
Credit by Examination Procedure
Student obtains a Petition for Credit by Examination from the Office of Instruction or from a counselor.
Student completes the Student Information section of the petition and submits it to a counselor for
Verification of Eligibility as noted below.





Currently enrolled at the college in the semester in which the exam is to be taken
In good academic standing
Has less than 15 units earned through Credit by Examination
Not currently enrolled in the course to be challenged through Credit by Examination
Grade Basis selected (as appropriate to the course)
Once the Verification of Eligibility has been completed, the student picks up the petition from the
counselor.

Student meets with the department chair of the discipline to receive approval for the petition. If
approved, a full-time instructor is assigned to administer the examination and the student makes
arrangements to take the examination.

Student takes approved petition to the Cashier’s Office (Bursar’s Office) for payment of fees and
receipt. Fees are non-refundable regardless of the outcome of the exam. BOGFW cannot be
used for payment of Credit by Examination fees. Fees must be paid after department approval is
granted and before the examination is administered.

Student submits approved petition to the instructor administering the examination. The instructor
will record the date of the exam and the grade received, attach the examination materials, and
forward the completed petition to the department chair.

The department chair will review and sign the petition, and forward it to the Office of Instruction.
Completed examination materials must remain on file in the Office of Instruction for three years.

The Office of Instruction will assign a class number for the examination and forward the petition to
the Office of Admissions and Records to be processed.

The Office of Admissions and Records will post the course and assigned grade to the student’s
academic record (transcript). The petition will be retained in the Office of Admissions and
Records.
Reference:
Administrative Procedure 4235 Credit by Examination
Title 5 Section 55050
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Advanced Placement (AP) Equivalency
Best Practices Checklist for Determining Advanced Placement (AP) Equivalency
1. Identify college courses for AP course equivalency consideration
Typically the articulation officer and/or counselors identify courses for AP course equivalency
consideration and request the discipline faculty to make a determination.
2. Determine AP course equivalency by discipline faculty (in consultation with the articulation officer)
Determination based on:
College Board AP course and examination information
http://apcentral.collegeboard.com/apc/Controller.jpf
Corresponding AP course equivalency information from 4-year feeder institutions
Articulation agreements equated with the 4-year AP course equivalency
3. Submit AP course equivalency to the Curriculum committee
When the discipline faculty have determined the AP cut score for course equivalency it is
submitted to the curriculum committee for review.
4. Submit AP course equivalency to the Board of Trustees
a. After the curriculum committee reviews the AP course equivalency it is submitted to the
Board of Trustees for final approval and adoption as district policy.
5. AP course equivalency credit noted on student transcripts
Reference:
Title 5 § 55052. Advanced Placement Examinations.
The governing board of a community college district may adopt policies to grant credit for
satisfactory completion of advanced placement examinations typically recognized by colleges and
universities as measuring competencies comparable to those achieved in baccalaureate level courses.
The faculty in the appropriate discipline must approve advanced placement examinations, scores
deemed to constitute satisfactory performance, courses offered by the college for which credit will be
granted, and requirements that may be met by such examinations in accordance with policies and
procedures approved by the curriculum committee established pursuant to section 55002.
The student's academic record shall be clearly annotated to reflect that credit was earned through
an advanced placement examination.
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Grading Policy: Pass/No Pass or Grade
Courses may be offered as follows.



Grade only
Grade or Pass/No Pass
Pass/No Pass only
Courses with Pass/No Pass options may be established in either or both of the following categories:

Courses in which all students are evaluated on a pass/no pass basis.

Courses in which each student may elect on registration, or prior to the fourth week of instruction
(30% of instruction for summer session or short-term classes), to take the course on a pass/no
pass basis.
A student electing to be evaluated on the pass/no pass basis will receive both course credit and unit
credit upon satisfactory completion of the course. In computing a student's grade-point average, grades of
pass/no pass are omitted.
A pass grade is granted for performance that is equivalent to the letter grade of "C" or better. A student
who fails to perform satisfactorily will be assigned a "no pass" grade.
The student is held responsible for all assignments and examinations required in the course. The
standards of evaluation are identical for all students in the course.
Reference:
Administrative Procedure 4232 Pass/No Pass
Title 5 Section 55022
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Peralta Community College District
The Taxonomy of Programs
The Taxonomy of Programs (TOP) is a system of numerical codes used at the system level to collect and
report system-wide information on programs and courses that have similar outcomes. Local program
titles, however, differ substantially from college to college. For example, one college may offer a program
titled Mechanized Agriculture, another college may offer a program titled Agriculture Engineering
Technology, and a third college may offer a program with the title Agriculture Equipment Operations and
Maintenance, all under TOP code 0116.00.
Although the TOP was originally designed to aggregate information about programs, the use of TOP
codes has been extended to courses as well. Each program and course must be assigned a TOP code
that is consistent with its content. TOP codes and titles serve a variety of purposes at the system level
and are used in the following ways.
•
•
•
•
The CCC Curriculum Inventory, to identify the particular types of curriculum throughout the
state
The MIS database, to collect and report information on student awards (degrees and
certificates) granted for particular types of programs, enrollment, and full-time equivalent
students (FTES) in courses within particular curriculum categories
Career Technical Education (CTE) accountability reports on program completions and course
success in particular types of occupational programs
The reporting of noncredit programs and courses for each noncredit eligibility category and
for determining eligibility for enhanced funding
The Taxonomy of Programs, 6th Edition includes a list of TOP codes currently in use and is available
under Resources on the Chancellor's Office Academic Affairs Division website
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.aspx.
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Open-Entry/Open-Exit
Title 5, section 58164, defines open-entry/open-exit as credit or noncredit courses in which students
enroll at different times and complete at various times or at varying paces within a defined time period,
such as a semester or quarter.
When an open-entry/open-exit course provides supplemental learning assistance (pursuant to Title 5,
section 58172) in support of another course or courses, the COR for the supplemental open-entry/openexit course must identify the course or courses it supports, as well as the specific learning objectives the
student is to pursue. Determination of student contact hours must be based on a maximum number of
hours that the curriculum committee considers reasonably necessary to achieve the learning objectives of
the primary course or courses being supplemented. Thus, the supplemental course outline must be
prepared in light of the primary course objectives, but the hours for the supplemental outline will then be
based on the objectives and related assignments specified in the supplemental course outline.
Open-entry/open-exit courses must be designed in such a way that most students who are appropriately
placed in the course would be able to master the objectives and successfully complete the course in
about 48–54 hours per unit of credit. Some students may need more hours to complete the course and
may need greater assistance from faculty and staff. Some students may need fewer hours to do the same
and need little or no assistance. Regardless of the number of hours the student needs to complete the
course, the number of units earned will be the same and the number of hours needed by most students to
complete the course as approved by the curriculum committee will be recorded in the outline of record.
Reference:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
x.
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Peralta Community College District
Instructional Material Fees
The Student Fee Handbook is published by the Legal Affairs Division in the Chancellor’s Office and is
available on the Chancellor’s Office website (www.cccco.edu) under the Legal Affairs Division.
Title 5, section 51012, allows the district governing board to establish only mandatory student fees that
are expressly authorized by law. In all cases, the district policy must provide financial assistance or waiver
of these fees for qualifying students.
Instructional Materials Fees
The President of each college is authorized to require students to provide instructional and other
materials required for a credit or non-credit course, as necessary. Such materials shall be of continuing
value to a student outside of the classroom setting and shall not be solely or exclusively available from
the District.
Required instructional materials shall not include materials used or designed primarily for administrative
purposes, class management, course management, or supervision.
Where instructional materials are available to a student temporarily through a license or access fee, the
student shall be provided options at the time of purchase to maintain full access to the instructional
materials for varying periods of time ranging from the length of the class up to at least two years. The
terms of the license or access fee shall be provided to the student in a clear and understandable manner
prior to purchase.
Prior to the approval of any new instructional materials fee, the President shall ensure that the fee meets
the guidelines as published by the State Chancellor’s Office in “Student Fee Handbook,” Section 5,
“Instructional Materials.”
Definitions.
"Instructional and other materials" means any tangible personal property which is owned or primarily
controlled by an individual student and are of continuing value outside of the classroom.
“Tangible personal property” includes electronic data that the student may access during the class and
store for personal use after the class in a manner comparable to the use available during the class.
"Required instructional and other materials" means any instructional and other materials which a student
must procure or possess as a condition of registration, enrollment or entry into a class; or any such
material which is necessary to achieve those required objectives of a course which are to be
accomplished under the supervision of an instructor during class hours.
"Solely or exclusively available from the District" means that the material is not available except through
the District, or that the District requires that the material be purchased or procured from it. A material shall
not be considered to be solely or exclusively available from the District if it is provided to the student at
the District's actual cost; and 1) The material is otherwise generally available, but is provided solely or
exclusively by the District for health and safety reasons; or 2) The material is provided in lieu of other
generally available but more expensive material which would otherwise be required.
"Continuing value outside of the classroom setting" are materials which can be taken from the classroom
setting and which are not wholly consumed, used up, or rendered valueless as they are applied in
achieving the required objectives of a course to be accomplished under the supervision of an instructor
during class hours.
References:
Administrative Procedure 5031 Instructional Materials Fees
Education Code Section 76365;
Title 5 Sections 59400 et seq.
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Peralta Community College District
Scheduling Courses in Shortened Time Frames
In 2006, the District Academic Senate (DAS) and the Academic Senate for California Community
Colleges (ASCCC) passed the following resolution. This resolution outlined a process for determining
which courses could be offered in a three week time frame. This process is intended to address
articulation issues related to short-term courses as well as to ensure all the elements necessary to meet
the Carnegie unit could be met (lecture hours, lab hours and out of classroom assignment hours).
Students are inclined to sign up for very short term classes because the classes move quickly and are
over in no time. However there is concern with academic rigor, academic integrity, and whether the same
student learning outcomes can be achieved in a 12 - 15 day course compared to when the course is
offered in six weeks or 18 weeks.
That resolution is as follows:
"Whereas, With the move of many colleges to compressed calendars and study abroad programs and
due to enrollment pressures, a number of colleges are scheduling three-, four-, and even five-unit courses
in shortened time frames of fewer than six weeks; and
Whereas, There are pedagogical considerations that need to be reviewed by both the faculty within the
disciplines of courses proposed under such time frames as well as the curriculum committees of colleges
using such compressed calendars;
Resolved, That the Academic Senate for California Community Colleges recommends that when a course
of three or more semester or equivalent quarter units is to be offered in a time frame of fewer than six
weeks, the local curriculum committee, as part of the curriculum approval process, engage the discipline
faculty in a separate review of the course for the following: academic integrity and rigor, the method for
meeting Carnegie units, the ability for students to complete and for faculty to evaluate assignments,
including those done outside of class, and the appropriateness of the method of delivery, to determine
whether the course should be offered in a specific shortened time frame.”
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Program and Course Review
Title 5, section 55130, authorizes the Chancellor’s Office to review established programs periodically and
to terminate approval of a program. The Chancellor’s Office collects information from all colleges on the
processes for and/or the results of locally conducted program reviews as required by Title 5, section
51022.
In addition, Education Code section 78016 specifically requires that colleges review the effectiveness of
CTE programs every two years. The minimum requirements for this periodic review must demonstrate
that the program:
• continues to meet a documented labor market demand
• does not represent unnecessary duplication of other manpower training programs in the
college’s service area
• is of demonstrated effectiveness as measured by the employment and completion success of
its students
Review of instructional programs on a regular basis and according to a regular procedure is also
mandated by the standards of the Accrediting Commission for Community and Junior Colleges of the
Western Association of Schools and Colleges. Several accrediting standards speak to institutional
planning, research, and design of instructional programs; however, the most direct requirement for
program review is Standard II A.2 (e).
IIA.2 (e) The institution evaluates all courses and programs through an on-going systematic
review of their relevance, appropriateness, achievement of learning outcomes, currency, and
future needs and plans.
The most direct implication of the accreditation standards is the need to review each Course Outline of
Record (COR) on a regular basis, at least within the 6-year accreditation cycle. Good practice for
occupational programs is to review the program to the standards required by Education Code every two
years and then do a course by course review for curriculum standards every six years.
At present there is no standard model(s) officially recommended for conducting program review in the
California community college system. There is an imperative, however, that every college must conduct
an effective review of its instructional programs on a regular basis. Working with the District Academic
Senate, the Peralta District incorporated the review of curriculum into the Instructional Program Review
process. Each college establishes a calendar of all programs to ensure that all instructional programs and
student services are reviewed within the six-year accreditation cycle.
Each college in the Peralta system has developed its own procedures for Program Review. For more
information, refer to the college Curriculum Committee website, the college Curriculum Chair, and/or the
Vice President of Instruction.
Reference:
Program and Course Approval Handbook (PCAH). It is available under Resources at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.asp
x.
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Peralta Community College District
Part II
Processing New and Revised Courses and Programs
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Peralta Community College District
Initiating New Course or Revision
Full and part-time faculty members may develop and/or revise courses. This process begins at the
department level with discussion on the reasons for the course proposal. If the course is interdisciplinary,
all involved departments participate in each step of the procedure.
Reasons for proposing a new or revised course may include, but are not limited to:
• maintaining discipline currency
• responding to business or industry needs
• developing curriculum pattern for major
• enhancing student’s knowledge of the discipline
New courses may be proposed as experimental/selected topics or as a permanent course. Contact your
curriculum chair for an appropriate number.
Note: Approval of curriculum is a time-consuming process. Due to the various levels of review required
by policy and law within the college and the district, as well as the state requirements to have an
approved state control number prior to the courses/programs being offered, new curriculum or changes to
existing curriculum should normally be submitted at least two semesters prior to planned implementation.
Substantive Change
A substantive change to an existing course is processed in CurricUNET as Course Changes in Catalog.
Therefore, any change to any information shown in the college catalog is considered a substantive
change. Substantive changes are submitted to CIPD and the Board of Trustees after being processed by
the College Curriculum Committee. The following items involve substantive changes.











Discipline name and/or abbreviation
Course number
Course title
Course description
Pre/corequisite/advisories
Hours
Units
Grading basis
Course repeatability
TOP Code
Credit Status
Though not technically in the college catalog, the following items are processed as substantive changes.
 Credit by Exam
 Basic Skills Status
 SAM Code
 Prior to College Level (CB21)
 Funding Agency Category
 Distance Education Changes need to go to CIPD for information only
Substantive Changes to Courses under Uniform Course Numbering (UCN)
For any substantive change to an existing course which is part of the District’s UCN system, consensus
must be obtained from all colleges offering the course using the consultation process outlined in section
“Goals for Consultation among Colleges regarding Curriculum Issues” in this manual. All colleges should
coordinate in order to bring the changes to CIPD for action at the same meeting.
Non-Substantive Change
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Peralta Community College District
A non-substantive change to an existing course is processed in CurricUNET as Course Changes only in
Non-Catalog Information. Any changes to items not listed above as substantive changes are
considered non-substantive changes. Non-substantive changes are final after being processed by the
College Curriculum Committee and the date of implementation is the College Curriculum Committee
approval date.
When a Course Change Requires a New Course Number
In most cases, changes to a course do not require a new course number. However, when the units and
hours increase/decrease or a lecture or lab component is added or deleted, a new course number is
generally required. For example, if SCIEN 85 is 4 units, 3 hours lecture and 3 hours lab and the
department wants to change it to two courses, one 3 hours lecture and a separate lab of 3 hours, a new
number is required, since without the lab hours, SCIEN 85 is no longer the same course.
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Course Outline of Record (COR)
It is the responsibility of the course originator to complete the COR on CurricUNET. If the course
originator does not have access to CurricUNET or needs help getting started, the faculty member should
contact the college curriculum chair.
Course originators should review the information in this section under “Completing Course Outline of
Record” for detailed information about the contents of each item required in developing or revising a
course.
The Curriculum Committee uses the following criteria to evaluate course proposals.









Appropriateness to mission of college, department, and discipline
Need as justified by department
Curriculum standards
Appropriateness of course content
Adequate resources
Compliance
CTE departments’ advisory board support
Departmental faculty support.
Consultation with other disciplines or colleges
Note: Approval of curriculum is a time-consuming process. Due to the various levels of review required
by policy and law within the college and the district, as well as the state requirements to have an
approved state control number prior to the courses/programs being offered, new curriculum or changes to
existing curriculum should normally be submitted at least two semesters prior to planned implementation.
The COR documents the course requirements for faculty, administration, students, and the public. All
faculty teaching a particular course should access the current COR and ensure the course is taught within
the guidelines.
All active CORs are available on CurricUNET. No log in is necessary.
Go to http://www.curricunet.com/pccd/ and Search Course.
An additional resource regarding CORs is The Course Outline of Record: A Curriculum Reference Guide
adopted Spring 2008 by the Academic Senate for California Community Colleges. It is available at
www.asccc.org.
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Peralta Community College District
Completing the Course Outline of Record (COR)
Following are descriptions of the elements in the COR that must be completed as part of the course
development process. All items in the CurricUNET Course Checklist must be completed, saved, and
finished before the system will allow you to submit it to the work flow.
To use CurricUNET for the first time, contact the College Curriculum Committee chair. This section of the
manual only covers the content elements of the COR; it does not explain how to get to the data entry
screens in CurricUNET.
Faculty who teach at more than one college should have a different CurricUNET login and password for
each college.
More details about using CurricUNET can be found in the Help Section on the CurricUNET Home Page
and in the Peralta District Guide to CurricUNET (under development). In addition, each college has a
Curriculum Web Page; Laney’s has been well developed to provide good support for the system. Finally,
the College Curriculum Committee chair is an excellent resource.
Course Checklist
Cover
□
College:
The correct college should be listed.
□
Discipline:
The drop down menu allows selection of the appropriate discipline for the course.
□
Number:
If this is a new course, contact the College Curriculum Committee chair for an appropriate
number. If that person is not immediately available, use 9999 until they have been
contacted. For explanation of the course numbering system, see section “Course
Numbering System” in this manual
If the course is being borrowed from another college, use the same number. More
information is available in “Program Curriculum and Course Development/ Work
Flow/Consultation” and “Uniform Course Numbering” in this manual.
In most cases, changes to a course do not require a new course number. However,
when the units and hours increase/decrease or a lecture or lab component is added or
deleted, a new course number is generally required. For example, if SCIEN 85 is 4 units,
3 hours lecture and 3 hours lab and the department wants to change it to two courses,
one 3 hours lecture and a separate lab of 3 hours, a new number is required, since
without the lab hours, SCIEN 85 is no longer the same course.
□
□
□
Full Course Title:
The title should be clear and concise. Review course titles in the college catalogs for
ideas.
Cross Listing Course:
If a course is going to be taught in more than one discipline this requires that it be cross
listed. A second outline must be created in the other discipline. All elements of the
outline (except the Discipline and perhaps the Number) must be identical for both
courses.
When either of the courses is offered, the instructor of record must have the qualifications
to teach in that discipline. For example, if a POSCI and a HIST course are cross listed,
but offered this semester as POSCI, the instructor must be qualified in POSCI. If both
POSCI and HIST are offered concurrently as one course with one instructor, the
instructor must be qualified in BOTH POSCI and HIST.
Students should be notified they are not able to take both cross listed courses. At the
end of the Catalog Course Description, the following notation should be included for each
course. “Not open for credit to students who have completed or are currently enrolled in
(the cross listed course number, e.g. BUS 32).
Catalog Course Description:
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□
□
□
□
□
□
□
□
□
The course description is NOT an outline of the course. It is an overview or summary of
key ideas and concepts. It is generally less than 50 words. There is a standard format
used by all Peralta Colleges; review the college catalog to see examples of existing
descriptions.
General Guidelines: Start with an adjective or noun; do not use “a”, “an” or “the course”.
After the first general phrase, put a colon and start the next word with a capital letter. Use
mostly descriptive terms, no verbs, and very few articles. There should be congruence
among the catalog description, lecture and/or lab content, student performance
objectives and the student learning outcomes.
Justification:
If this is a new course, explain the purpose the course will serve in the department,
discipline, and/or college curriculum.
If this course is being modified, update this as necessary. In most cases, the original
justification will not be deleted.
Proposed Start:
For new courses, enter the semester and year the course will first be offered. For course
modifications, enter the semester and year the changes will become effective. For
course deactivations, enter the semester and year the course will no longer be offered
and will be removed from the catalog.
Since all new and modified courses take time to go through the work flow, these dates
will never be the current semester. In most cases, plan two to three semesters ahead.
Open-Entry/Open-Exit:
Most courses are not open-entry/open-exit. See the section “Open-Entry/Open-Exit” in
this manual for more information.
Required for Degree/Certificate:
If a course is required for a degree or certificate, click yes and the next box will open.
If it is not required for a degree or certificate, it is a stand-alone course. See the section
“Stand-Alone Courses” in this manual for more information.
Required for Degree/Certificate (specify):
If Yes was clicked in the previous item, this box will open and you should enter the
names of all degrees and/or certificates for which this course is required.
Modular:
Most courses are not modular. For modular courses, at the end of the Catalog Course
Description, the following notation should be included for each course. “Not open for
credit to students who have completed or are currently enrolled in Subject Crse #. “
See the section “Modularization” in this manual for more information.
Credit by Exam:
The department may identify this course as eligible for Credit by Exam. If they choose to
do so, they must prepare a representative exam and present it to the Curriculum
Committee at the time the course is reviewed. See the section “Credit by Exam” in this
manual for more information.
Assignments at College Level:
Most courses will be college level. See section “College Level Courses” in this Manual.
Readings at College Level:
Most courses will be college level. See section “College Level Courses” in this Manual.
List of Changes
For a new course, enter “New Course.”
For a course modification, list all areas from the course checklist which were modified.
If necessary, explain the reasons for the modifications. For example, “general update of COR” or
“revision of COR for Articulation purposes.”
Units/Hours
When the units and hours increase/decrease or a lecture or lab component is added or deleted, a
new course number is generally required. For example, if SCIEN 85 is 4 units, 3 hours lecture
and 3 hours lab and the department wants to change it to two courses, one 3 hours lecture and a
separate lab of 3 hours, a new number is required, since without the lab hours, SCIEN 85 is no
longer the same course.
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Variable Units:
If yes is selected, a box will open to allow minimum and maximum units to be entered.
Units:
Enter the number of units. See section “Relationship of Hours to Units” in this manual.
Lecture Hours:
Enter the number of lecture hours. See section “Relationship of Hours to Units” in this
manual.
Lab/Studio/Activity Hours:
Enter the number of hours. See section “Relationship of Hours to Units” in this manual.
TBA Hours:
In the rare instances when TBA Hours are used, consult a college dean and the section
“To Be Arranged (TBA) Hours Compliance Advice” in this manual.
Repeatability:
Most courses are NOT repeatable. See section “Course Repetition Policy” in this
manual.
Previously Offered as a Selected Topic:
If the purpose of this proposal is to institutionalize (make permanent) a course previously
offered as a selective topic/experimental course, select yes. Additional boxes will
appear.
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Enrollment
Max Average
Enter the maximum number of students enrolled when the course was offered as a
selected topic. Also enter the average (if the course was offered more than once).
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# Times Offered
Enter the number of times the course was offered as a selected topic.
For more information see section “Selected Topics (Experimental Course) Policy” in this
manual.
Grading Policy:
Courses may be established with one of three grading policies. There are specific
advantages and disadvantages to students’ transcript for each. Consult the department
chair, college dean, articulation officer and/or the section “Grading Policy: Pass/No Pass
or Grade” in this manual for more information.
Degree/Transfer
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Designation:
Specify the course classification: Degree credit, Non-Degree credit (stand-alone), NonCredit, Community Services (Fee-Based).
See other sections of this manual for more information: “Guidelines for Associate DegreeApplicable Credit Courses”; “Guidelines for Nondegree-Applicable Credit Courses”;
“Stand-Alone Courses”; and “Community Service (Fee-Based) Courses”.
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Meets GE/Transfer requirements (specify):
This section should only be completed by the Articulation Officer or under the guidance of
the Articulation Officer.
Lecture Content
List major topics to be covered. This section must be more than listing chapter headings from a
textbook. Outline the course content, including essential topics, major subdivisions, and
supporting details. It should include enough information so that a faculty member from any
institution will have a clear understanding of the material taught in the course and the
approximate length of time devoted to each. List percent of time spent on each topic; ensure
percentages total 100%.
There should be congruence among the catalog description, lecture and/or lab content, student
performance objectives, and the student learning outcomes.
Lab Content
This heading will only show if there are lab hours listed in the Units/Hours section.
List major topics in the appropriate sequence. This section must be more than listing chapter
headings from a textbook. It should include enough information so that a faculty member from
any institution will have a clear understanding of the material taught in the lab and the
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approximate length of time devoted to each. List percent of time spent on each topic; ensure
percentages total 100%.
There should be congruence among the catalog description, lecture and/or lab content, student
performance objectives, and the student learning outcomes.
Student Performance Objectives
List student performance objectives (exit skills) required of students. There should be at least
one objective for each major topic in the content section.
Objectives should be measurable and should use verbs requiring cognitive outcomes. See
section “Bloom’s Taxonomy” in this manual for ideas. There are also links to Bloom’s Taxonomy
in the CurricUNET system.
There should be congruence among the catalog description, lecture and/or lab content, student
performance objectives, and the student learning outcomes.
Student Learning Outcomes (SLOs)
Each SLO consists of an Outcome Text (drawn from the performance objectives) which will be
measured during the regular assessment process, a mapping to an appropriate Institutional
Outcome, and an Assessment Method.
There should be congruence among the catalog description, lecture and/or lab content, student
performance objectives, and the student learning outcomes.
It is essential that every course have SLOs for assessment and accreditation purposes. Board
Policy 4210 and Administrative Procedure 4210, Student Learning Outcomes, affirm that student
learning outcomes represent the knowledge, skills, abilities, attitudes, values, and behaviors that
a student has attained at the end (or as a result) of his or her engagement in a particular set of
collegiate experiences. The use of learning outcomes assessment results stimulates discussion
and directs activities that can improve instructional delivery, curricula, programs, and/or services
and will be used in institutional planning and resource allocation.
Each college manages their SLOs slightly differently. See the college assessment coordinator for
additional information.
Methods of Instruction
Check all that apply.
If this course is also being proposed as a Distance Education Course, be sure to check that box.
That action will open the next two items, Distance Ed and Instructor Student Contact. If it is not
being proposed for Distance Education, those two items will remain grey and not accessible.
Distance Education
A distance education course is defined as instruction in which the instructor and student are
separated by distance and interact through the assistance of communication technology. When a
course is proposed to be offered in distance education mode, additional review and
documentation is required. See “Distance Education” section of this manual for more information.
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Delivery Methods
There are three types of Distance Education Courses. If a class never meets in person, it
is 100% Internet Based. A hybrid class meets part of the time face to face and part of the
time using communication technology. A hybrid may be offered 51% or more online or
less than 51% online.
When identifying these delivery methods, consider the overall requirements of the
course, not necessarily limiting the course to only one of the methods. If it is likely that
this course could be offered in any of the methods, check all so that there would not be a
need to submit a course change in the future.
The College Curriculum Committee will seriously question whether the course and/or
discipline lends itself to Distance Education, so it is important to be able to justify the
request. The most difficult to justify is usually 100% internet based.
Recommended Maximum Student Enrollment
Distance Education courses may or may not have a different maximum student
enrollment. The administration of each college, together with the department chair,
establishes the maximums.
Need/Justification
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Clearly explain the purpose of offering the course by distance education. This might
include allowing a wider range of students, including those with logistical, physical or
geographical barriers, to take the course; allowing for an increase in the amount of
reading and writing assigned; and allowing students to work at their own pace.
Do the following sections of the COR differ by offering this course via Distance Education?
If Performance Objectives, Assignments, or Assessments differ when the course is
offered via distance education, the changes should be indicated and explained. If
Performance Objectives are different, it becomes a new course and requires a new
outline. In other words, the course content, the performance objectives, and the student
learning outcomes must be the same whether a course is offered face to face or via
distance education.
Technical Issues
Identify any equipment and staff necessary to support the course for students and
instructors. Identify the contingency plans available if access to the delivery system is
interrupted. An LMS (Learning Management System) is necessary to support this class.
Each college may have various LMS systems available to instructors and students, such
as Moodle, WebCT, Blackboard, ETUDES-NG, MOODLE. If access to the LMS is
interrupted, e-mail list and a back-up server are usually available.
Accommodations for Students with Disabilities
Distance education courses, resources, and materials must be designed and delivered in
such a way that the level of communication and course-taking experience is the same for
students with or without disabilities.
If this course is not designed to meet these requirements, it will not be approved.
Additional Resources
Identify any additional resources or clerical support needed or anticipated. These will be
reviewed by the department chair, curriculum committee, and administration.
Instructor-Student Contact
It is critical to ensure adequate contact between instructor and student for distance education
courses. Identify for the curriculum committee all planned types of regular Instructor-Student
Contacts using the drop down menu.
Be sure to indicate the frequency for each contact, e.g. weekly, daily, as needed.
Assignments
List all out-of-class assignments, including library assignments. Achieving the objectives of
degree-applicable credit courses must require students to study independently outside of class
time. There is an expectation that students will spend two hours of independent work outside of
class for each hour of lecture. The outside class hours should be calculated automatically by
CurricUNET, but double check them before moving on.
Outside assignments are not required for lab-only courses, although they can be given.
Student Assessment
Indicate how students will be assessed, i.e., what the grades will be based on. Typical classroom
assessment techniques include, but are not limited to, essays, computational problem solving,
non-computational problem solving in which critical thinking should be demonstrated by solving
unfamiliar problems via various strategies, skill demonstration, or multiple choice.
Check as many boxes as are applicable.
For degree applicable credit courses, at least one of the following must be indicated: essays,
computational problem solving, or non-computational problem solving. If "ESSAY" is not
checked, an explanation must be given or it cannot be a degree applicable course.
Essay assignments include "blue book" exams and any written assignment of sufficient length
and complexity to require students to select and organize ideas, to explain and support the ideas,
and to demonstrate critical thinking skills.
Requisites
Identify any pre-requisite, co-requisite, recommended preparation, or other advisory. See section
“Prerequisites, Co-requisites, and Advisories” in this manual. The requisites must be consistent
for all colleges if the course is taught on other campuses in the district.
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When assigning a co-requisite, keep in mind that students must remain enrolled in the corequisite course for the entire semester. The enrollment system will cross check for attempted
drops. A student who completed a co-requisite in a previous semester will be allowed to take the
course.
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Choose type of requisite.
A pull down menu will appear from which you will pick the requisite course or add
additional information.
Are subject course and pre/corequisite sequential or adjunctive?
Check appropriate box.
Communications, computational, non-sequential pre/corequisite: (In the following space, explain
how the need for the pre/corequisite was validated.)
Indicate the method used to scrutinize the validity of the requisite. Sequential courses
can be validated using content review (see below). Some courses are validated by citing
the four year schools and their requirements for a similar course for which ours might be
articulated. Other courses are validated with statistical research. Any documentation to
support any validation other than content review should be included as an attached file in
CurricUNET.
The next part of assigning a requisite is to do content review.
Content Review
Content review is the process of validating or justifying the requisite by comparing one of the
following.
 the performance objectives/exit skills of the requisite course to the performance
objectives of the course being developed or modified
 the performance objectives of the requisite course to the lecture content of the course
being developed or modified
 the lecture content of the requisite course to the lecture content of the course being
developed or modified
 the lecture content of the requisite course to the performance objectives of the course
being developed or modified
Identify the items in the new/modified course that can only be accomplished if the student
achieved a corresponding item in the requisite course.
Texts, Readings, and Materials
Texts and instructional materials should be completely referenced. List text(s) that the
department has evaluated and determined to be representative of the college level materials
appropriate for the course. Date of publication is critical; transfer institutions require texts to have
current publication date(s) within 5 years of outline addition/update. If any text entered is older
than five years, CurricUNET requires a rationale or justification for its use.
Sample rationale or justification: “Our piano faculty continually examine new texts as they
become available. It is our collective opinion that the Mastering Music Series is the most
appropriate for our beginning piano classes. Its pedagogy is up to date.”
Textbooks need to be current for transferability, as well as for effective teaching. New faculty
consult the COR to determine which texts have been identified as representative before they
choose a text. The main text plays a remarkably strong role in articulation of a course. It should
be clearly recognized by those in the discipline at other institutions as a major work which
presents the fundamental theories and practices of the subject.
Library
When developing a proposal, faculty should consult with the college librarian to ensure library
resources and services are adequate to support the course or program.
This section of the COR should be completed by the librarian or under the guidance of the
librarian.
Attached Files
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If there are additional documents that should be archived with the COR, they can be attached
here.
This might include, but is not limited to:
 Letters of support from Advisory Committees
 Minutes from Advisory Committee meetings
 C-ID Descriptors
 Sample Course Syllabus
 Documentation to support any validation process for prerequisites, co-requisites, and/or
recommended preparation
 Records of consultation with other colleges, if any issues need to be documented for
future reference
 CSU catalog documentation for repeatable courses
 Approval letters from CCCCO
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Creating a Fee Based Course
The COR for a fee based course has fewer requirements than CORs for other courses. The explanations
of the required data are similar to the regular COR described above. Fee based courses are approved by
the College Curriculum Committee and sent directly to the Board of Trustees; CIPD approval is not
required. See section “Community Service (Fee-Based) Courses” in this manual for more information.
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Deactivating a Course or Program
Reasons for deactivating a course or program may include, but are not limited to:
 maintaining discipline currency
 responding to business or industry needs
 removing courses from the catalog which have not been offered in the past two to five years
and are not expected to be offered in the foreseeable future
 removing programs from the catalog which are no longer meeting students’ needs
Deactivating a course requires the faculty member and department chair to complete the appropriate
CurricUNET work flow.
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Proposed Start:
Enter the semester and year the course will no longer be offered and will be removed
from the catalog.
Since deactivations take time to go through the work flow, these dates will never be the
current semester. In most cases, plan two to three semesters ahead.
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List of Changes
The List of Changes field on the course checklist should clearly explain why the course
will no longer be in the college catalog.
When deactivating a course, always cross check to be sure it is not listed in any active program. If it is,
and you still wish to deactivate the course, you must also submit the changes in the program to the
College Curriculum Committee at the same time the course deactivation is presented.
After the approval by the Curriculum Committee, the request goes to CIPD and the Board of Trustees.
Once the deactivation is finalized, two blue historical work flows for the course will show in CurricUNET.
Berkeley City College
TRAV 048UA-ZZ Selected Topics in Travel Industry *Historical*
**BCC New Course**
Linda Balko
Effective Date: Spring 2008
Berkeley City College
TRAV 048UA-ZZ Selected Topics in Travel Industry *Historical*
**BCC Deactivate Course**
Jayne Matthews
Effective Date: Summer 2011
Deactivation of a program requires the faculty member and department chair to complete the appropriate
CurricUNET work flow. Since deactivations take time to go through the work flow, the effective date will
never be the current semester. In most cases, plan two to three semesters ahead.
For additional details about the program deactivation process see the section “Program Discontinuance
or Program Consolidation” in this manual.
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Reactivating a Course or Program
A course or program that has been previously deactivated and is shown in CurricUNET as historical must
be processed as a new course or program to ensure all elements are reviewed for currency. Generally a
reactivated course uses the original course number. The Curriculum Chair can clone the historical course
or program to allow the originator to begin the process.
Since all new courses and programs take time to go through the work flow, these dates will never be the
current semester. In most cases, plan two to three semesters ahead.
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Course Numbering System
Assigning Course Numbers for all Courses
Prior to assigning a course number, the originator should answer the following questions.
1. Is this course transfer level? Will it transfer to a four year school?
If yes, is it also degree applicable?
2. If not a transfer course, is it nevertheless a college level course?
If yes, is it also degree applicable?
3. If not a transfer level or college level course, is it a basic skills course?
If yes, how many levels below transfer is the material in the course?
If yes, remember a basic skills course cannot be degree applicable.
Having gathered this information, you can now use the information below to determine the range in which
to assign the course number. The Curriculum Chair should be consulted to ensure no duplication of
numbers occurs.
001 – 199
 Transfer and Associate Degree applicable courses, including Selected Topics for liberal arts and
vocational disciplines (48s)
 Degree credit courses in approved programs
 LRNRE Resources (LRNRE) courses numbered below 200, while transferable to CSU and/or UC,
are not degree applicable, i.e., they are not required for a degree or certificate and do not satisfy
General Education requirements.
200 – 249
 Associate Degree applicable courses, including Selected Topics for liberal arts and vocational
disciplines (248s)
 Not transferable
 Degree credit courses in approved programs
250 – 299; 348
 Non Associate Degree applicable courses
400 – 499
 Credit Apprenticeship and Cooperative Education/Work Experience Education courses
 Apprenticeship courses are non-degree applicable and non-transfer
 Cooperative Education courses are degree applicable and transferable, with the exception of
Apprentice Work Experience courses.
500 – 599
 Non-credit, general, apprenticeship, and older adult courses (non-credit courses that require state
approval)
600 – 699
 Non-credit, courses specifically for the disabled (non-credit courses that require state approval)
700 – 799
 Not-for-credit courses for contract education.
800 – 999
 Community Services (fee-based) courses.
Uniform Course Numbering
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When one or more Peralta Colleges offer the same course using the same catalog information, the
Uniform Course Numbering system (UCN) is used. If one college wants to begin offering a UCN course
(borrow a course) or if a college proposes any substantive change in a UCN course, the consultation
process outlined in section “Goals for Consultation among Colleges regarding Curriculum Issues” in this
manual should be followed.
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When a Course Change Requires a New Course Number
The following substantive changes make such a significant change to the course that it is actually a new
course. Therefore, a new number must be assigned to the course.
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Discipline name and/or abbreviation
Course number
Hours
Units
TOP Code
Credit Status
Basic Skills Status
SAM Code
Prior to College Level (CB21)
Funding Agency Category
In most cases, changes to a course do not require a new course number. However, when the units and
hours increase/decrease or a lecture or lab component is added or deleted, a new course number is
generally required. For example, if SCIEN 85 is 4 units, 3 hours lecture and 3 hours lab and the
department wants to change it to two courses, one 3 hours lecture and a separate lab of 3 hours, a new
number is required, since without the lab hours, SCIEN 85 is no longer the same course.
Reusing Course Numbers
Course numbers of historical or inactive courses cannot be reused. Reusing a number can cause
confusion on student transcripts when one number identifies two substantially different courses.
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Modularization
Modularization involves breaking an existing course into two or more sections. For example, one college
may offer CIS 42 as a 3 unit course. Another college may choose to offer the same CIS 42 course as
CIS 42A and CIS42B, each a 1.5 unit course.
Since this is actually creating two new courses, new course outlines must be initiated in CurricUNET for
both courses. They will then be processed through the college and district work flows like any other new
course. If the modularization involves a UCN course, consultation must occur as outlined in section
“Goals for Consultation among Colleges regarding Curriculum Issues” in this manual.
For modular courses, at the end of the Catalog Course Description, the following notation should be
included for each course. “Not open for credit to students who have completed or are currently enrolled in
Subject Crse #. “
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Bloom’s Taxonomy
When writing performance objectives and student learning outcomes, use verbs requiring cognitive
outcomes. Bloom’s Taxonomy is one resource to help identify these verbs.
Bloom’s Taxonomy Verb List
Cognitive Domain
Knowledge
Cite
Define
Describe
Draw
Enumerate
Identify
Index
Indicate
Label
List
Match
Meet
Name
Outline
Point
Quote
Read
Recall
Recite
Recognize
Record
Repeat
Reproduce
Review
Select
State
Study
Tabulate
Trace
Write
Comprehension
Add
Approximate
Articulate
Associate
Characterize
Clarify
Classify
Compare
Compute
Contrast
Convert
Defend
Describe
Detail
Differentiate
Discuss
Distinguish
Elaborate
Estimate
Example
Explain
Express
Extend
Extrapolate
Factor
Generalize
Give
Infer
Interact
Interpolate
Interpret
Observe
Paraphrase
Picture graphically
Predict
Review
Rewrite
Subtract
Summarize
Translate
Visualize
Application
Acquire
Adapt
Allocate
Alphabetize
Apply
Ascertain
Assign
Attain
Avoid
Back up
Calculate
Capture
Change
Classify
Complete
Compute
Construct
Customize
Demonstrate
Depreciate
Derive
Determine
Diminish
Discover
Draw
Employ
Examine
Exercise
Explore
Expose
Express
Factor
Figure
Graph
Handle
Illustrate
Interconvert
Investigate
Manipulate
Modify
Operate
Personalize
Plot
Practice
Predict
Prepare
Price
Analysis
Analyze
Audit
Blueprint
Breadboard
Break down
Characterize
Classify
Compare
Confirm
Contrast
Correlate
Detect
Diagnose
Diagram
Differentiate
Discriminate
Dissect
Distinguish
Document
Ensure
Examine
Explain
Explore
Figure out
File
Group
Identify
Illustrate
Infer
Interrupt
Inventory
Investigate
Layout
Manage
Maximize
Minimize
Optimize
Order
Outline
Point out
Prioritize
Proofread
Query
Relate
Select
Separate
Size p
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Synthesis
Abstract
Animate
Arrange
Assemble
Budget
Categorize
Code
Combine
Compile
Compose
Construct
Cope
Correspond
Create
cultivate
Debug
Depict
Design
Develop
Devise
Dictate
Enhance
Explain
Facilitate
Format
Formulate
Generalize
Generate
Handle
Import
Improve
Incorporate
Integrate
Interface
Join
Lecture
Model
Modify
Network
Organize
Outline
Overhaul
Plan
Portray
Prepare
Prescribe
Produce
Evaluation
Appraise
Assess
Compare
Conclude
Contrast
Counsel
Criticize
Critique
Defend
Determine
Discriminate
Estimate
Evaluate
Explain
Grade
Hire
Interpret
Judge
Justify
Measure
Predict
Prescribe
Rank
Rate
Recommend
Release
Select
Summarize
Support
Test
Validate
Verify
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Knowledge
Comprehension
Application
Process
Produce
Project
Provide
Relate
Round off
Sequence
Show
Simulate
Sketch
Solve
Subscribe
Tabulate
Transcribe
Translate
Use
Analysis
Subdivide
Train
Transform
Synthesis
Program
Rearrange
Reconstruct
Relate
Reorganize
Revise
Rewrite
Specify
Summarize
Write
Evaluation
A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and
assessment specialists published in 2001 a revision of Bloom’s Taxonomy with the title A Taxonomy for
Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of
“educational objectives” (in Bloom’s original title) and points to a more dynamic conception of
classification.
The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their
categories and subcategories (rather than the nouns of the original taxonomy). These “action words”
describe the cognitive processes by which thinkers encounter and work with knowledge:
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Remember
o Recognizing
o Recalling
Understand
o Interpreting
o Exemplifying
o Classifying
o Summarizing
o Inferring
o Comparing
o Explaining
Apply
o Executing
o Implementing
Analyze
o Differentiating
o Organizing
o Attributing
Evaluate
o Checking
o Critiquing
Create
o Generating
o Planning
o Producing
In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors
created a separate taxonomy of the types of knowledge used in cognition:
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Factual Knowledge
o Knowledge of terminology
o Knowledge of specific details and elements
Conceptual Knowledge
o Knowledge of classifications and categories
o Knowledge of principles and generalizations
o Knowledge of theories, models, and structures
Procedural Knowledge
o Knowledge of subject-specific skills and algorithms
o Knowledge of subject-specific techniques and methods
o Knowledge of criteria for determining when to use appropriate procedures
Metacognitive Knowledge
o Strategic Knowledge
o Knowledge about cognitive tasks, including appropriate contextual and conditional
knowledge
o Self-knowledge
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Initiating New Programs or Revisions
An educational program is defined in Title 5, section 55000(g), as "an organized sequence of courses
leading to a defined objective, a degree, a certificate, a diploma, a license, or transfer to another
institution of higher education."
Full and part-time faculty members may develop and/or revise programs. This process begins at the
department level with discussion on the reasons for the program proposal. If the program is
interdisciplinary, all involved departments participate in each step of the procedure. All new or revised
programs must be submitted to CIPD and the Board of Trustees after approval by the College Curriculum
Committee.
Reasons for proposing a new or revised program may include, but are not limited to:
• maintaining discipline currency
• responding to business or industry needs
• developing curriculum pattern for major
• enhancing student’s knowledge of the discipline
For new programs (certificates or degrees) or substantive changes to programs which are similar to any
other program in the district or contain similar courses offered at other colleges (whether or not these
programs are in the same discipline), consultation must occur as outlined in section “Goals for
Consultation among Colleges regarding Curriculum Issues” in this manual.
Credit Programs
• Associate Degrees (traditional AA or AS) that require 60 units
• Associate Degrees for Transfer (AA-T/AS-T) that require 60 units
• Certificates of Achievement that require 18 or more semester units
• Certificates of Achievement that require 12 to fewer than 18 semester units
• Certificates of Proficiency that require no more than 17.5 units
Note: Approval of curriculum is a time-consuming process. Due to the various levels of review required
by policy and law within the college and the district, as well as the state requirements to have an
approved state control number prior to the courses/programs being offered, new curriculum or changes to
existing curriculum should normally be submitted at least two semesters prior to planned implementation.
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Program Outline
It is the responsibility of the program originator to complete the Program Outline on CurricUNET. If the
program originator does not have access to CurricUNET or needs help getting started, the faculty
member should contact the college curriculum chair.
Program originators should review the information in this section under “Completing the Program Outline”
for detailed information about the contents of each item required in developing or revising a course.
The Curriculum Committee uses the following criteria to evaluate program proposals.
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Appropriateness to mission of college, department, and discipline
Need as justified by department
Curriculum standards
Appropriateness of program content
Adequate resources
Compliance
CTE departments’ advisory board support
Departmental faculty support
Consultation with other disciplines or colleges
Completing the Program Outline
Following are descriptions of the elements in the program outline that must be completed as part of the
program development process. All items in the CurricUNET Degree/Certificate Checklist must be
completed, saved, and finished before the system will allow you to submit it to the work flow.
To use CurricUNET for the first time, contact the College Curriculum Committee chair. This section of the
manual only covers the content elements of the program outline; it does not explain how to get to the data
entry screens in CurricUNET.
More details about using CurricUNET can be found in the Help Section on the CurricUNET Home Page
and in the Peralta District Guide to CurricUNET (under development). In addition, each college has a
Curriculum Web Page; Laney’s has been well developed to provide good support for the system. Finally,
the College Curriculum Committee chair is an excellent resource.
Note: Approval of curriculum is a time-consuming process. Due to the various levels of review required
by policy and law within the college and the district, as well as the state requirements to have an
approved state control number prior to the courses/programs being offered, new curriculum or changes to
existing curriculum should normally be submitted at least two semesters prior to planned implementation.
Program Outline
Cover
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Program Title
Identify the program title as it will be listed in the catalog.
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Discipline
Identify the discipline in which the program will be managed.
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Award type
Identify which type of degree or certificate is being developed.
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Justification for Proposal
If this is a new program, explain the purpose the program will serve in the department,
discipline, and/or college curriculum.
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□
The justification should also clearly outline the specific program plan for transfer to four
year schools or the specific Career/Technical Education goals for the program. Detailed
supporting documentation should also be attached in CurricUNET.
If this program is being modified, update this as necessary. In most cases, the original
justification should not be deleted.
Career Opportunities
If this program is in the Career Technical Education areas (CTE), include a brief
description of the career opportunities available to the student who completes the
program.
Program Description
This is the description of the program which will be printed in the catalog. It should be clear and
concise.
Program Outcomes
It is essential that every program have Program Learning Outcomes (PLOs) for assessment and
accreditation purposes.
Each PLO consists of an Outcome Text which will be measured during the regular assessment
process, a mapping to an appropriate Institutional Learning Outcome, and an Assessment
Method.
Each college manages their PLOs slightly differently. See the college assessment coordinator for
additional information.
Course Block Definitions
All courses required to be completed for the program must be listed.
Attach Files
If there are additional documents that should be archived with the program outline, they can be
attached here.
General attachments might include:
 Documentation prepared to submit to the California Community Colleges Chancellor’s
Office (CCCCO) for approval, including program narrative, labor market information (CTE
only), ASSIST/Transfer documentation, and signature page.
 Approval Letters from the CCCCO
 Transfer Model Curriculum (TMC) Template for Associate Degrees for Transfer (ADT)
 Documentation of Transfer Plan to four year schools
Additional attachments for Career/Technical Education (CTE) programs might include:
 Letters of Support from Advisory Committees
 CTE Advisory Council Approval Meeting Minutes
 Documents for CTE programs approved by the Bay Area Community College Consortium
(BACCC)
 California Division of Apprenticeship Standards (DAS) Approval Letter (Apprenticeship
only)
 Employer Survey (CTE only)
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Part III
Additional Related Information
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Curriculum Related Job Duties
Curriculum development is a team effort. Some of the participants in the process include faculty
originators, department chairs, Student Learning Outcome (SLO) coordinators, articulation officers,
librarians, tech review committee members, curriculum committee members, curriculum specialists,
curriculum chairs, and Council on Instruction, Planning, and Development (CIPD) members.
Outlines of the suggested functions for each of these positions, as they relate to curriculum, follow. Each
college may assign these responsibilities differently. It is important to understand that these functions
must be completed in a timely manner by someone who understands it is his/her responsibility. This is
critical to ensure the timely processing of new and modified courses and programs.
Faculty Originator
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Meet with Department Chair to discuss proposal.
Meet with department faculty, deans, tech review faculty, and/or articulation officer as needed.
Prepare proposal using CurricUNET.
Ensure all elements of the proposal are complete and accurate, using this manual.
Consult with librarian regarding resources available to support the course and program. Document
consultation in CurricUNET.
Submit the proposal to the CurricUNET work flow.
Monitor the progress of the proposal in the CurricUNET work flow and review comments made by
reviewers.
Attend the Curriculum Committee Meeting to present and defend the proposal.
Department Chair
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Approve outlines and programs in the work flow.
1) Meet with the originator of the outline or program and discuss its contents
2) Verify the outline or program fits the educational plans for the discipline/department and was
considered during Program Review
3) Discuss the viability of the course.
4) Determine if this course or program requires consultation with other disciplines/departments
within the college.
5) Determine if this course or program requires consultation with the other Peralta Colleges. See the
section Curriculum Issues which Require Consultation among Colleges section in the Program,
Curriculum, and Course Development area of this manual for details.
Keep in mind departments may overlap and research areas in related disciplines.
6) Document consultation in List of Changes, Justification, or as attached documents.
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Review all areas of the work flow prior to approving, including, but not limited to:
1) Are the units realistic for the course?
2) Does the outline meet the criteria established in this manual?
3) Is there congruence among the catalog description, lecture and/or lab content, student
performance objectives, and the student learning outcomes?
4) If a course is part of a program, is there congruence between the course and the Program
Learning Outcomes (PLOs)?
5) Do the percentages for the lecture/lab content equal 100% and is the content is an accurate
reflection of what will be taught?
6) If there are pre-requisites, co-requisites, or recommended preps, are they accurate and was
content review completed correctly?
7) Is there a current textbook?
8) Could a new instructor use this COR effectively to develop a syllabus?
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Ensure that changes to courses and programs are coordinated.
1) If a course is deactivated and is part of a degree program, is the degree program being updated
at the same time?
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Prepare all documentation required for submitting new and revised programs to the California
Community College Chancellor’s Office (CCCCO).
Student Learning Outcome (SLO) Coordinator (pending)
Articulation Officer (pending)
Librarian
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Course outlines should be reviewed within one week of notification that outline is awaiting review.
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Review Steps
1) Review course outline.
2) Based on the contents of the course outlines, determine appropriate subject area(s).
3) Search library online catalog to evaluate coverage of subject area in library’s collection, including
print, non-print and electronic titles. Review for depth of coverage, variety of reading levels and
currency.
4) Review library database subscriptions to evaluate coverage of subject area. Review for depth of
coverage, variety of reading levels and currency.
5) Determine adequacy of collection to support curriculum and check boxes on Library section of
Course Checklist, as appropriate. Add note if needed.
6) Review textbook and supplemental reading materials on course outline to determine appropriate
acquisitions for general collection (non-textbook titles). Submit to acquisitions librarian for
purchase recommendation.
7) Request additional supplemental reading list from originator, if necessary.
8) Select and submit action (approve or recommend changes) as librarian in curriculum approval
process.
9) Submit supplemental reading lists to acquisitions librarian for purchase recommendation.
10) Submit any additional recommended titles to acquisitions librarian for purchase recommendation.
Tech Review Committee Member (pending)
Curriculum Committee Member
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Attend all scheduled curriculum committee meetings.
Review and approve curriculum using CurricUNET.
Review proposals for new courses and programs, course and program revisions and deactivations.
Participate in the program review and accreditation review processes.
Review and recommend changes in the general education and graduation requirements.
Review course proposals for alignment with articulation requirements.
Review proposals for alignment with Career Technical Education (CTE) goals and requirements.
Review proposals for alignment with educational plans and departmental goals as stated in program
reviews.
Review proposals for appropriateness of course content for a community college.
Recommend procedures and policies affecting curriculum.
Review and recommend changes to the college catalog.
Mediate curriculum disputes at the college that have not been resolved by faculty and administration
prior to being placed on the Curriculum Committee agenda. The curriculum committee may approve,
deny, or return course proposal to originator and department for further consideration.
Curriculum Specialist
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Schedule Meeting Room for Curriculum Committee Meetings.
Work with the Curriculum Chair to prepare and distribute Curriculum Committee Agenda 72 hours in
advance (in compliance with the Brown Act). Post to the College or Curriculum Web Site.
Review to ensure any changes to degrees or certificates are submitted at the same time as any
courses being changed that directly affect the program (e.g., units, titles)
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Prepare minutes from local curriculum committee meetings. Maintain file of approved minutes as well
as post approved minutes to the College or Curriculum Web Site.
Make corrections to CurricUNET as approved in Curriculum Committee Meetings.
Complete appropriate Codes/Dates fields as final approval step in CurricUNET files prior to
submission to CIPD.
Work with Curriculum Chair to develop agenda for CIPD and ensure it is submitted to CIPD.
Work with Curriculum Chair to ensure all approved curriculum is finalized in CurricUNET after CIPD
approvals/changes.
Finalize and Implement CurricUNET course or program records, after approval at CIPD and the
Board of Trustees, including but not limited to documenting approval dates and CB codes on Codes
Page of Course Checklist.
Support Curriculum Chair in facilitating submission of degrees and certificates by the administration to
the State Chancellor’s Office.
Curriculum Committee Chair
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Provide training and consultation to faculty and staff involved in curriculum development and revision.
Serve as liaison for CurricUNET training, questions, and issues at the college.
Facilitate submission of degrees and certificates by the administration to the State Chancellor’s
Office.
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Support Curriculum Committee
o Work with the Curriculum Specialist to prepare and distribute Curriculum Committee Agenda
72 hours in advance (in compliance with the Brown Act). Post to the College or Curriculum
Web Site.
o Review to ensure all curriculum elements are complete and appropriate.
This is a tiny job if Department Chairs and Tech review have done theirs. A big job, if not.
o Review to ensure any changes to degrees or certificates are submitted at the same time as
any courses being changed that directly affect the program (e.g., units, titles).
o Facilitate curriculum committee meetings.
o Final edit of minutes from local curriculum committee meetings.
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Work with Curriculum Specialist to develop agenda for CIPD and ensure it is submitted to CIPD.
o Review CIPD agenda sent out by District to ensure proposals are accurate.
o Forward CIPD agenda to department chairs who may have an interest in the other college’s
agendas.
o Schedule guests to attend CIPD to answer questions about proposed curriculum as needed.
o Represent the college at CIPD and present the curriculum actions
o Work with Curriculum Specialist to ensure all approved curriculum is finalized in CurricUNET.
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Participate in District Curriculum Chairs Meetings and activities.
o Represent the college at the monthly District Curriculum Chairs meetings.
o Provide input to District policies and procedures which directly affect curriculum.
o Coordinate CurricUNET changes on a district level prior to requests being submitted to
CurricUNET
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Council on Instruction, Planning, and Development (CIPD)
The primary responsibilities of the Council on Instruction, Planning, and Development (CIPD) are:
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to advise the district in academic areas and related planning
to provide a leadership role in program review and development
to review college curriculum additions, deletions, or modifications and submit them to the Board
of Trustees for approval
Curriculum oversight includes:
• Peralta Uniform Course Numbering (UCN) process
• Consistent implementation of core curriculum at all colleges
• Quality assurance of programs within the district through regularly scheduled review
• Uniform compliance with Title 5 regulations regarding curriculum
• Guidelines for program and course implementation as it relates to state and federal agencies,
other external agencies, and accreditation standards.
Membership
Each college shall have five voting members: the Vice President of Instruction, one other manager (the
Vice President of Student Services or a Division Dean of Instruction), the College Curriculum Committee
Chair, the Articulation Officer, and a Faculty Senate appointee.
The Vice Chancellor of Educational Services and a faculty member shall co-chair the committee. The
Vice Chancellor shall have one vote in case of a tie. Ex-officio Members: PFT President, District
Academic Senate President, Associate Vice Chancellor for A&R and Student Services.
Process
After College Curriculum Committee approvals, the following items are submitted to CIPD for review
and/or approval.
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New courses and programs
Substantive changes to courses
Modifications to programs
Selected Topics courses (informational only)
Distance Education proposals (informational only)
Any CIPD member can place an item on the agenda. CIPD will review, analyze, and make
recommendations to the Chancellor or designee who will forward appropriate information to the Board of
Trustees.
Items for each month’s CIPD agenda must be submitted no later than ten days prior to the meeting.
Once items are approved by CIPD, they should not be changed prior to or after going to the Board.
Policy/Procedures When CIPD Member Absent
Sound action by CIPD depends upon active and dependable participation by all members.
Regular attendance is essential. The question arises as to what should occur when a member cannot
attend CIPD. Three options are presented for consideration.
OPTION I
Conduct all CIPD business with members in attendance.
OPTION II
Alternate appointed for absent member.
OPTION III
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Absentee ballot:
• Used for agenda items only (this requires that the agenda will be distributed in a timely
manner).
• Ballot must be in the office of the Vice Chancellor of Educational Services no later than noon
of the meeting day.
• The ballot must have the item(s) being voted on clearly identified, signed, and dated by the
member.
• The ballot will be opened by the Vice Chancellor during the CIPD meeting, after the vote of
those present has been taken.
• Any business which occurs during a meeting and requiring consensus or vote will be acted
upon by those present. There will not be a delay of action because of member(s) absent.
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College Level Courses
The following criteria will be used in determining if a course is college level. (Not all of these criteria are
equally applicable in all fields of study, but they should be taken into consideration to the extent
appropriate in approval of degree applicable and transfer courses.)
Time Demands
Course should conform to time demands of Carnegie units (in lecture courses, 2 hours a week of outside
work for each unit of credit; and/or in lab courses, 3 hours of practicum for each unit of credit).
Rigor
Students should be required to exhibit their understanding of the course materials and concepts as well
as such critical thinking skills as finding alternatives, understanding through significant performances
including skills demonstrations or substantial written essays.
Theory and Application
In liberal arts courses, content and text should involve understanding, questioning, and application of
concepts and theory through analyses, syntheses, and arguments; CTE courses will emphasize problem
solving and application of principles through skills demonstrations.
Open-Endedness/Independent Learning
Courses should involve some student input into the nature of assignments and projects. Assignments
should require independent thinking and judgment; as much as possible, students should define their own
problems and organize their own tasks with guidance from instructor, seeking further information on the
subject outside of materials presented directly by instructor and text.
College-Level Texts and Primary Sources
Instructors generally choose to use textbooks. Texts should be supplemented by primary sources or other
readings. The texts should be postsecondary in focus, with a significant requirement of independent,
critical thinking from the student.
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Critical Thinking
Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do. It
involves a number of skills and cognitive processes which can be improved by instruction and conscious
effort. A list of critical thinking skills would include the following (different skills tend to be significant in
different fields, but all educational areas involve these skills to some degree).
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Observational Skills: Observe patiently and objectively in order to gain insight.
Self-Awareness: Be aware of one's own thought processes, values, and priorities and understand
how they influence one's own observations.
Reasoning Skills: Reason systematically and logically, recognize and formulate concepts,
distinguish facts from inferences, tell reasons from conclusions, recognize and correct faulty
reasoning.
Questioning Skills: Rationally and systematically question procedures and ideas.
Problem-Solving Skills: Pose and solve problems through systematically analyzing alternatives;
test, refine, and apply proposed solutions.
Presenting Ideas: Present one's position on an issue or solution to a problem using reasoning
and evidence while remaining open to other perspectives and new data that might require a
revised approach.
Find out from Jenny Lowood what BCC’s definitions are and moosh them into this.
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Disabled Students Programs and Services
Under federal and State laws, the District and Colleges are required to ensure that academic
requirements and practices, facilities, electronic information technology, printed materials, and College
services and activities are accessible to individuals with disabilities. The College will make modifications
as necessary in order to provide equal access.
The role of the Disabled Student Programs and Services (DSP&S) program is to assist the colleges in
meeting federal and state obligations to students with disabilities. DSP & S is the primary provider for
support programs and services that facilitate equal educational opportunities for students with disabilities
who can benefit from instruction as required by federal and State laws.
No student with disabilities is required to participate in the DSP&S program.
If a student requests accommodations and does not want to register with DSP&S, he/she will need to
submit documentation to the College 504/ADA Coordinator. DSP&S will evaluate the disability
documentation and discuss the request for accommodations with the student.
Each College maintains a plan for the provision of programs and services to students with disabilities
designed to assure that they have equal access to College classes and programs. The yearly DSP&S
Plan, as required by the State Chancellor’s Office, describes the processes, procedures, and
requirements, as well as a full description of the program. Other information regarding the goals and
objectives of DSP&S can be found in the DSP&S Program Review document.
Academic Accommodations Procedures for Students with Disabilities
Pursuant to Section 504 of the Rehabilitation Act of 1973, Title 5, Section 56027, and Board Policy 5.24,
the Peralta Community College District has developed the following procedures to respond in a timely
manner to requests by students with disabilities for academic accommodations. Pursuant to Title 5,
Sections 56000-56088 the District has developed DSP&S at each college to assist students with
disabilities in accessing appropriate instruction, programs, academic accommodations and auxiliary aids.
The goal of all academic accommodations and auxiliary aids is to minimize the effects of the disability on
the educational process. The student with a disability shall be given the opportunity both to acquire
information and to be evaluated in a way that allows the student to fully demonstrate his/her knowledge of
the subject. The goal is to maintain academic standards by giving the student assignments that are
comparable in content, complexity, and quantity.
When a student requests disability-related services, the student's disability is verified by the DSP&S
professional, according to state-mandated criteria. If the student is deemed ineligible for services, DSP&S
shall provide the student with written notice of the denial stating both the reasons for the denial and that
the student has a right to appeal the denial through the District Discrimination and Complaint Procedures.
Pending the resolution of any dispute regarding an accommodation, the accommodation will be provided.
The DSP&S professional (as defined in Title 5 Section 56006, 56048, 56060, 56064 and 56066), in
consultation with the student, determines educational limitations based on documentation of the disability
and functional limitations and authorizes the use of any appropriate auxiliary aids and/or academic
accommodations. These may include but are not limited to:
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Auxiliary aids such as a tape recorder, assistive listening device, calculator, computer, taped
text or spelling checker used in the classroom and/or in completing class assignments
The use in the classroom of a reader, American Sign Language interpreter, note taker, or
scribe, or real-time captioner for students who are deaf or hard of hearing or the presence of
service animals, mobility assistants, or attendants in the classroom
Testing accommodations such as extended time for test taking and distraction-reduced test
setting
Extending the length of time permitted for course or degree requirements and flexibility in the
manner in which specific course content is accessed, based on individual disability
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•
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Substitution for specific courses required for the completion of General Education degree
requirements, or substitutions or waivers of major or certificate requirements
Access to Alternate Media such as Braille, large print, and electronic text (e-text)
With the consent of the student, instructors are informed of authorized auxiliary aids and academic
accommodations.
It is the responsibility of the instructor to allow auxiliary aids to be used in the classroom or to coordinate
with the DSP&S professional for the delivery of academic accommodations.
It is the responsibility of the DSP&S professional to make arrangements for and facilitate the delivery of
academic accommodations with the disabled student in coordination with faculty, as appropriate. The
DSP&S professional will assist with providing the appropriate accommodations and appropriate follow up
for DSP&S students. An example of appropriate follow up might be a DSP&S Counselor contacting an
instructor and DSP&S student to inquire about the effectiveness of an accommodation.
Instructors cannot unilaterally deny approved accommodations and students may not be asked or
required to negotiate with instructors or staff about the provisions of adjustments or aids that have been
approved by the DSP&S. If an instructor receives an accommodation form and does not understand it or
disagrees with the accommodation, it is the instructor’s responsibility to contact DSP&S to discuss the
issue.
Grievance Procedures
If a student is denied academic accommodations or the use of auxiliary aids by an instructor and wishes
to appeal, she/he should contact the DSP&S professional who will schedule a meeting with the instructor
to discuss and resolve the issue. The student may invite the DSP&S professional (i.e., a DSP&S
Coordinator, Counselor, Instructor, Acquired Brain Injury ((ABI) Specialist, Learning Disability (LD)
Specialist etc.) to attend this meeting. In the case where an unresolved issue becomes a dispute (i.e., an
issue that is not resolved informally between the student and the instructor with the assistance of the
DSP&S professional), the student may file a complaint through the District’s Harassment and
Discrimination Complaint Procedures. Pending the resolution of any dispute regarding an
accommodation, the accommodation will be provided.
Meeting General Education Degree Requirements:
When the severity of the disability of an otherwise qualified student precludes successful completion of a
course required for graduation from a college within the Peralta Community College District, despite an
earnest effort on the part of the student to complete the course or its prerequisite--if appropriate for the
disability as determined by a qualified DSP&S Specialist-and despite the provision of academic
adjustments and/or auxiliary aids, the student may request a substitution of the course as an alternative
method of meeting General Education degree requirements.
The Evaluation Team will consist of the DSP&S Coordinator, the Department chair or instructor from the
discipline of the course or major for which a substitution is being requested, and the appropriate Dean of
Instruction.
The team may consult, as appropriate, with DSP&S professionals, Associate Vice Chancellor for
Admissions and Records and Student Services, and the College Vice President of Instruction in order to
make a decision.
In assessing requests, the Evaluation Team should consider the anticipated exit skills from the course
that can be substituted for comparable exit skills in another course. These comparable skills may be
found in a discipline different from the discipline of the original course.
Meeting Major or Certificate Requirements
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The process for evaluating requests for major or certificate requirements is the same as for General
Education Requirements above except that the student may request a substitution or a waiver of the
course as an alternative method of meeting major or certificate requirements.
A course substitution maintains the standards of academic rigor of degree programs because the student
is required to demonstrate comparable skills (when a student completes a comparable course as
established by an Evaluation Team). Therefore, requesting a course substitution is the preferred option to
meet General Education degree requirements. For major or certificate course requirements, course
substitutions and/or waivers may be considered.
Course substitutions are applicable for Peralta Community College District and may not be recognized by
a transfer college.
Evaluation of Substitution/ Waiver Request
Documentation
The student will complete the Request for Change of Graduation Requirements Form (available in the
DSP&S office) and submit it to the DSP&S professional with the following attachments.
•
Petition for Substitution/Waiver (obtained from the Admissions Office)
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Letter (written by the student) addressing the criteria listed in Part B
•
Evidence from the DSP&S Professional (DSP&S Coordinator, Counselor, Instructor,
Acquired Brain Injury (ABI) Specialist, Learning Disability (LD) Specialist, etc.) verifying the
disability and how it relates to the student's request
•
Documentation of the student's academic record, the degree requirements for graduation and
information about the course in question regarding whether or not it is essential to the
student's course of study, major, transfer goals and/or employment goals as appropriate
•
Additional supporting documentation can be provided by students
Evaluation of Request
• The DSP&S professional will review all documents, outline evidence of the use of all appropriate and
available services and academic adjustments and indicate that, according to the criteria listed below,
the request is appropriate. The DSP&S professional then signs the Request for Change of
Graduation Requirements Form and forwards the packet to the DSP&S Coordinator, who will
convene an Evaluation Team.
•
The Evaluation Team consists of the DSP&S Coordinator, the Department Chair (or an Instructor)
from the discipline of the course or major for which a substitution is being requested and the Dean of
Instruction with responsibility for the Division, which includes the discipline of the course substitution.
The Evaluation Team meeting is to be chaired by the Dean of Instruction and should consult with the
Associate Vice Chancellor for Admissions and Records and Student Services, DSP&S professionals,
and the College Vice President of Instruction as appropriate
•
The Evaluation Team will assess student requests based on the following criteria.
•
Documentation of the student's disability with specific test scores, when appropriate, and a
description of educationally related functional limitations in the academic area under
discussion
•
Evidence of the student's earnest efforts to meet the graduation requirement, which may
include
• Consistent and persistent efforts in attempting to meet all graduation requirements
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•
•
•
•
•
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Evidence that the student has attempted to take the course in question or its prerequisite
with accommodations and has been unable to successfully complete course
requirements
Regular attendance (i.e., meeting the attendance requirements of the course)
Completion of all course assignments
Use of all appropriate and available services such as tutorial assistance or instructional
support classes
Use of all appropriate and available academic accommodations such as test
accommodations
Agreement among the student, DSP&S Counselor and the appropriate Disabilities
Specialist that, due to the severity of the disability, the student would not be able to
successfully complete the course requirements, even with accommodations
•
Evidence that the student is otherwise qualified such as:
• The student's success in completing other course work requirements for the
degree/certificate as indicated by a grade point average of 2.0 or greater in degree
applicable classes.
•
Information about the course in question regarding whether or not it is essential to the
student's Course of Study, Major, Transfer Goals or Employment Goals
•
Information about alternatives to the course in question based on the learning/academic
goals of that course
Decision Process
Meeting General Education Degree Requirements
The Evaluation Team's decision will be made by majority vote. If the Team recommends a course
substitution, the Team will request the department in which the student is asking for course substitution to
provide a list of previously identified appropriate course substitutions. If the department cannot identify an
appropriate course substitution or if the Team concludes that a substitute course is inappropriate due to
the severity of the disability, as documented by the Verification of Disability and Educational Limitations
Form, then the College Vice President of Instruction and the Associate Vice Chancellor for Admissions
and Records and Student Services shall be included in the evaluation process to assist with the
identification of an appropriate course substitution. To approve recommendations for course substitutions,
the Evaluation Team will forward its recommendation to the Vice President of Instruction and then to the
Associate Vice Chancellor for Admissions and Records and Student Services. The District Office of
Admissions and Records will verify, implement, and notify the student.
Meeting Major/Certificate Requirements
The process for evaluating requests for major/certificate requirement is the same as those stated above
except that the student may request a substitution or a waiver of a course as an alternative method of
meeting major or certificate requirement.
Complaint Procedure
If the student is dissatisfied with the decision of the Evaluation Team, she/he may follow the District’s
Harassment and Discrimination Complaint Procedures. The finding may be appealed directly to the
District Affirmative Action Officer. Students can obtain the assistance of the District Affirmative Action
Office at any point during this process.
Equal Access to Electronic and Information Technology
Federal and State laws require that all electronic and information technology purchased or used by
federal agencies must be accessible for use by persons with disabilities. This regulation applies to the
development, procurement, maintenance and/or use of all electronic and information technologies.
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Peralta Community College District
The Information Technology Department will ensure that College employees who purchase or request
recommendations about information technology products are informed of the accessibility requirements of
Section 508.
Grant recipients will be informed of their obligations under Section 508 requirements.
The Purchasing Department will ensure that vendors and other contract recipients are informed of their
obligations under section 508 requirements.
The Colleges and District will ensure that web pages and related links are accessible to individuals with
disabilities as defined by World Wide Web Consortium (W3C).
The Colleges will ensure that video and multimedia products developed by the College and/or housed at
the College are equally accessible to individuals with disabilities and comply with Section 508.
The Colleges will ensure that faculty who develop web pages, online learning, and other distance learning
options for students are informed of their obligations under section 508.
The College will ensure that faculty and staff are informed of their obligations under Section 508
requirements as they pertain to enrolled and prospective students.
The Colleges will ensure that all staff members are informed of their obligations under Section 508
requirements as they pertain to visitors and events on campus.
The Office of Instruction will ensure that all library staff members are informed of their obligations under
Section 508 as they pertain to library patrons.
References:
Administrative Procedure 5140 Disabled Students Programs and Services
Education Code Sections 67302, 67310 and 84850;
Title 5 Sections 56000 et seq.
42 U.S.C. Section 12101, 34 CFR Sections 104.3 and 104.44; 36 CFR 11135
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Special Classes
Students with Disabilities
Special classes are instructional activities designed to address the educational limitations of students with
disabilities who would be unable to substantially benefit from regular college classes even with
appropriate support services or accommodations. Such classes shall be open to enrollment to students
who do not have disabilities; however, to qualify for a special class, a majority of those enrolled in the
class must be students with disabilities.
Special classes may also refer, however, to distinct courses with their own CORs, designed either to meet
educational objectives unique to a population with specific disabilities, or to supplement the standard
objectives in an otherwise similar course with objectives unique to that population. In both cases, special
classes must be primarily instructional in nature and must have objectives that fall within the instructional
mission of the California community colleges. Such courses cannot be designed primarily to provide
group activities or services (e.g., therapeutic activity, counseling, or assessment testing), but must instead
provide systematic instruction in a body of content or skills whose mastery forms the basis of the student
grade.
Title 5 contains definitions and specific provisions related to approval of courses for students with
disabilities.
• Courses designed to meet the needs of students with specific functional limitations "shall be
open to enrollment of students who do not have disabilities" (California Code of Regulations,
Title 5, § 56028).
• The course description published in the college catalog may note that it has been designed
for students with specific disabilities, but the college may not restrict enrollment to such
students, nor require students to register for classes through the Disabled Student Program
and Services (DSPS) program or counselor, nor otherwise violate the open-enrollment
provisions of state law (California Code of Regulations, Title 5, § 1006).
• California Code of Regulations, Title 5, section 56029, allows extended repetitions of DSPS
courses under certain circumstances.
In compliance with California Code of Regulations, Title 5, section 56028, the following special class
considerations are required when developing a COR pursuant to Title 5, section 55002.
• Specify the disability or disabilities the course is designed to address
• Describe the objectives the course is to fulfill as they relate to these disabilities
• Describe why a special course is needed to meet this need, rather than its being met through
accommodation in a regular course
• Specify how it will be determined that the objectives have been achieved
• Explain what disability-specific instructional methods, materials, equipment, etc., will be used
and why
Sections of courses in the regular curriculum that are merely adapted to enable students with disabilities
to meet the regular course objectives in alternative ways do not require separate Chancellor’s Office
approval.
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Peralta Community College District
Peralta Community College Process Chart
Curricunet
Action
Course Change to
Catalog Info
Purpose
Course
Deactivation
No plans to offer the
course in the future
Course
Reactivation
Reinstate course
previously
deactivated
New course,
institutionalizing x48
New Course
Change something
that appears in the
catalog, includes
DE addendum
New Fee Based
Course
Non-Catalog
Course Changes
Updating text,
content, objectives,
New Program
New degree or
certificate
Program
Modification
Changes to
courses, units, title
Program
Deactivation
No plans to offer
degree/certificate in
immedite future or
ever
College
Action
Approve,
forward to
CIPD
CIPD Action
Approve,
forward to
CIPD
Approve,
forward to
CIPD
Approve,
forward to
CIPD
Approve,
send to
Curric
Analyst for
Board,
Implement
Approve,
Implement
Approve,
Send to
Board
Approve,
Send to
Board
Approve,
Send to
Board
NA
Approve
Approve,
forward to
CIPD,
Submit to
State
Approve,
forward to
CIPD,
Submit to
State
Approve,
forward to
CIPD,
Submit to
State
104
Approve,
Include in
Board Rpt
Board
Action
Not
Required
State Action
New CB00 only
if the following
elements
change: TOP
code, degree
applicability,
units, SAM code,
levels prior to
transfer or noncredit category
changes.
Yes, Change to
Inactive
Approve
Yes, Change to
Active
Approve
Yes, New CB00
Approve
NA
NA
NA
NA
Approve,
Send to
Board
Approve
Yes, either new
program or
substantial
change
Approve,
Send to
Board
Approve
Yes, either
substantial or
non substantial
change
Approve,
Send to
Board
Approve
Yes, either
change to
Inactive or
Delete
Peralta Community College District
CB Code Listing
There are numerous codes used by the California Community College Chancellor’s Office (CCCCO) to
identify and analyze curriculum in the system. Some of these codes are assigned at the college level and
some are assigned at the District level.
In CurricUNET, these codes are only accessible for input by SuperAdmin Users. However, the faculty
originator, in consultation with the department chair, the Curriculum Committee Chair, and in some
instances, the articulation officer, should determine which codes are appropriate.
CB-00 State ID or Control Number
Every course has a unique state issued control number. This number is required when submitting
enrollment data via the Chancellor’s Office Management Information Systems (MIS). The District
Curriculum and Systems Technology Analyst requests this number after the Board of Trustees has
approved the course.
CB-03 TOP Code
The TOP aggregates information about programs and courses. Each program and course must be
assigned a TOP code that is consistent with its content. The Taxonomy of Programs, 6th Edition includes
a list of TOP codes currently in use and is available under Resources on the Chancellor's Office
Academic Affairs Division website
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum.aspx.
CB-04 Course Credit Status
D = Credit - Degree Applicable
C = Credit - Not Degree Applicable
N = Noncredit
CB-05 Course Transfer Status
A = Transferable to both UC and CSU.
B = Transferable to CSU only.
C = Not transferable
CB-08 Course Basic Skill Status (PBS Status)
Yes, Course IS a basic skills course = B if CB 22 is C or J
No, Course is NOT a basic skills course = N if CB 22 is A, B, D, E, F, G, H, or I
CB-09 SAM Code
A = Apprenticeship
B = Advanced Occupational
C = Clearly Occupational
D = Possibly Occupational
E = Non-occupational
CB-10 Course COOP Work Exp-ED
N = is not part of a cooperative work experience education program.
C = is part of a cooperative work experience education program.
G = General Work Experience
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CB-11 California Classification Codes
A = Liberal Arts and Sciences
B = Developmental Preparatory
C = Adult and Secondary Basic Education
D = Personal Development and Survival — Student without a Disability
E = Courses for Students with Substantial Disabilities
F = Parenting and Family Support
G = Community and Civic Development
H = General and Cultural
I = Career-Technical Education
J = Workforce Preparation Enhanced Funding
K = Other Noncredit Enhanced Funding
L = Non-Enhanced Funding
CB-13 Special Class Status
S = Yes, Approved for Disability
N = No, Not Special Class
CB-21 Levels Below Transfer (Course Prior to College Level Rubrics)
The data element CB 21 indicates course levels in a sequence below the transferable course in Basic
Skills English, ESL, mathematics, and reading. These sequences are used to report student progress
through sequential basic skills courses statewide, to provide a matrix for the comparison of courses prior
to transfer across all 112 community colleges, and to provide a common course level for reporting student
placement.
Faculty originators and department chairs are responsible for assigning the CB-21 code, with guidance
from the Curriculum Chair and Curriculum Committee. It should be entered on the Codes page in
CurricUNET prior to submission to the Curriculum Committee.
Rubrics to assist faculty originators in assigning the appropriate CB-21 code are available on the CCCO
web site at
http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/Curriculum/CB21Cours
ePriortoTransferRubrics.aspx.
X=
A = 1 level below transfer
B = 2 levels below transfer
C = 3 levels below transfer
Y = Not applicable
CB-22 Non Credit Course Category
A = English as a Second Language
B = Immigrant Education
C = Elementary and Secondary Basic Skills
D = Health and Safety Education
E = Education Programs for Persons with Substantial Disabilities
F = Parenting Education
G = Family and Consumer Sciences
H = Education Programs for Older Adults
I = Short-term Vocational Programs with High Employment Potential
J = Workforce Preparation
Y = Not applicable
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CB-23 Funding Agency Category
A = This course was primarily developed using Economic Development funds
B = This course was partially developed using Economic Development funds. (Economic Development
funds exceed 40% of total development costs)
Y = Not applicable
CB-24 Program Course Status
1 = Program-applicable
2 = Stand-alone
Sheryl: the info above is a combination of CurricUNET and the chart below. Is the chart below
needed? Is it current?
Identifier
Name
Values / Examples
CB01
Course discipline and number
Example: ENGL100
CB02
Course title
Limited to 68 characters, including punctuation
and spaces
CB03
Course T.O.P. code
Format: xxxxxx (no decimal)
Examples: 010300;490310
CB04
Course Credit Status
D = Credit - Degree Applicable
C = Credit - Not Degree Applicable
N = Noncredit
CB05
Course Transfer Status
A = Transferable to both UC and CSU.
B = Transferable to CSU only.
C = Not transferable
CB06
Maximum Course Units
The maximum number of units of academic
credit a student may earn from enrolling in
a single section of this course.
Example: 03.50; 04.00
CB07
Minimum Course Units
The minimum number of units of academic
credit a student may earn from enrolling in
a single section of this course. This value
must be greater than zero.
Example: 00.50; 01.00
CB08
Course Basic Skills Status
Yes = B if CB 22 is C or J
No = N if CB 22 is A, B, D, E, F, G, H, or I
CB09
Course SAM Priority Code
A = Apprenticeship
B = Advanced Occupational
C = Clearly Occupational
D = Possibly Occupational
E = Non-occupational
CB10
Course Cooperative Work Experience
Education Status
This will always be “N” until a new policy
is written
107
N = is not part of a cooperative work
experience education program.
C = is part of a cooperative work experience
education program.
Peralta Community College District
Identifier
Name
Values / Examples
CB11
Course Classification Status
CB13
Course Special Class Status
S = Yes
N = No
CB21
Course Prior to Transfer Level
Note: Basic skills courses may be coded
A-H, but non-basic skills courses are
usually Y.
Refer to CB21 data element for further
information.
CB22
Noncredit eligibility category
Y = Not applicable (Always Noncredit)
A = One level below transfer.
B = Two levels below transfer.
C = Three levels below transfer.
D = Four levels below transfer.
E = Five levels below transfer.
F = Six levels below transfer.
G = Seven levels below transfer.
H = Eight levels below transfer.
A = English as a Second Language
B = Immigrant Education
C = Elementary and Secondary Basic Skills
D = Health and Safety Education
E = Education Programs for Persons with
Substantial Disabilities
F = Parenting Education
G = Family and Consumer Sciences
H = Education Programs for Older Adults
I = Short-term Vocational Programs with High
Employment Potential
J = Workforce Preparation
CB23
Funding Agency Category
A = This course was primarily developed using
Economic Development funds
B = This course was partially developed using
Economic Development funds. (Economic
Development funds exceed 40% of total
development costs)
Y = Not Applicable (Always a “Y”)
CB24
Course Program Status
1 = Program-applicable
2 = Stand-alone
A = Liberal Arts and Sciences
B = Developmental Preparatory
C = Adult and Secondary Basic Education
D = Personal Development and Survival —
Student without a Disability
E = Courses for Students with Substantial
Disabilities
F = Parenting and Family Support
G = Community and Civic Development
H = General and Cultural
I = Career-Technical Education
J = Workforce Preparation Enhanced Funding
K = Other Noncredit Enhanced Funding
L = Non-Enhanced Funding
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Peralta Community College District
Performance Objectives (Exit Skills) vs. Student Learning Outcomes (SLOs)
Performance Objectives, SLOs and the Course Outline of Record (COR)
Performance Objectives (Exit Skills) are part of the COR and should closely align with course content.
Student Learning Outcomes (SLOs) appear as a required addendum to the COR. Student learning
outcomes, and their corresponding assessment methods, must be approved by the Learning Assessment
Coordinator before a curriculum request (e.g. new course, course modification, distance education
addendum, etc.) can be approved.
There should be a clear distinction between performance objectives and student learning
outcomes. However, both should align with the course content.
What are performance objectives (exit skills)?
Objectives make up the step-by-step learning goals of a course and are directly related to the specific
elements of the course content. There will be many individual objectives for any class. Although the
number of individual objectives will vary according to course content, a reasonable number of objectives
would range from 6 to 20.
What are student learning outcomes?
Student learning outcomes are broad, overarching statements of what a student will be able to do upon
completion of the course. Usually 2-3 outcomes are adequate.
***
Suggested Definitions from the Academic Senate for California Community Colleges
Objectives. Objectives are small steps that lead toward a goal, for instance the discrete course content
that faculty cover within a discipline. Objectives are usually more numerous and create a framework for
the overarching Student Learning Outcomes which address synthesizing, evaluating and analyzing many
of the objectives.
Student Learning Outcomes (SLO). Student learning outcomes (SLOs) are the specific observable or
measurable results that are expected subsequent to a learning experience. These outcomes may involve
knowledge (cognitive), skills (behavioral), or attitudes (affective) that provide evidence that learning has
occurred as a result of a specified course, program activity, or process. An SLO refers to an overarching
outcome for a course, program, degree or certificate, or student services area (such as the library). SLOs
describe a student’s ability to synthesize many discreet skills using higher level thinking skills and to
produce something that asks them to apply what they’ve learned. SLOs usually encompass a gathering
together of smaller discrete objectives (see definition above) through analysis, evaluation and synthesis
into more sophisticated skills and abilities.
Source: SLO Terminology Glossary (Academic Senate for California Community Colleges)
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Peralta Community College District
Glossary of Acronyms Used in the Curriculum World
AACRAO: American Association of Collegiate Registrars and Admissions Officers
AARTS: Army/American Council on Education Registry Transcript System
AA-T/AS-T: Associate Degrees for Transfer (see SB 1440)
ACE: American Council on Education
ADT: Associate Degree for Transfer (shorthand for AA-T/AS-T)
AI: CSU American Institutions Requirement (also known as “Code” Requirement)
AICCU: Association of Independent California Colleges and Universities
AO: Articulation Officer
AP: Advanced Placement
ASCCC: Academic Senate for California Community Colleges
ASCSU: Academic Senate of the California State University
ASSIST: Articulation System Stimulating Interinstitutional Student Transfer
BOARS: UC Board of Admissions and Relations with Schools
C-ID: Course Identification Numbering System
CAN: California Articulation Number System
CAP: California Acceleration Project
CCC: California Community College(s)
CCCCO: California Community Colleges Chancellor’s Office
CIAC: California Intersegmental Articulation Council
CLEP: College-Level Examination Program
COR: Course Outline of Record
CPEC: California Postsecondary Education Commission
CSU: The California State University
CSUCO: California State University Chancellor’s Office
CSU GE-B: General Education-Breadth pattern for CSU transfers
CurricUNET: Curriculum Management System
DANTES: Defense Activity for Non-Traditional Education Support
DD: Department of Defense (as in Form DD-214 or DD-295)
DE: Distance Education
DL: Distance Learning
DSST: DANTES Subject Standardized Tests
EAP: Early Assessment Program
ECE: Excelsior College Examinations
ECO: Extended Course Outline
EM: Executive Memorandum
EMOC: Executive Management Oversight Committee
EO: Executive Order
ESL: English as a Second Language
ETS: Ensuring Transfer Success (also: Educational Testing Service, but refers to the former in the
articulation community)
FAFSA: Free Application for Federal Student Aid
FERPA: Family Educational Rights and Privacy Act
GE: General Education
GEAC: General Education Advisory Committee
GPA: Grade Point Average
ICAS: Intersegmental Committee of Academic Senates
IGETC: Intersegmental General Education Transfer Curriculum
IMPAC: Intersegmental Major Preparation Articulated Curriculum
K12: Kindergarten through 12th Grade
LDTP: Lower Division Transfer Patterns
LOTE: Language Other Than English (see IGETC)
MOOC: Massive Open Online Course
MOU: Memorandum of Understanding
NCIAC: Northern California Intersegmental Articulation Council
OSCAR: Online Services for Curriculum and Articulation Review
PLA: Prior Learning Assessment
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Peralta Community College District
RFP: Request for Proposals
SB 1440: Senate Bill 1440 (see STAR Act)
SCHEC: South Coast Higher Education Council
SCIAC: Southern California Intersegmental Articulation Council
SCIGETC: Science Intersegmental General Education Transfer Curriculum
SOC: Servicemembers Opportunity Colleges
STAR Act: Student Transfer Achievement Reform Act (see SB 1440)
Statway: A one-year alternative curriculum concentrating on statistical content with requisite arithmetic
and algebraic concepts taught and applied in the context of statistics. It is structured especially to serve
students planning to transfer and continue further studies in humanities or social sciences.
STEM: Science, Technology, Engineering, and Math
TAG: Transfer Admission Guarantee
TAP: Transfer Admission Planner
TCA: Transfer Course Agreement (see UC TCA)
TCDA: Transfer Center Directors Association
TCSU: Transfer-CSU Course Designation (see LDTP)
TCW: Transfer Counselor Website
Title 5: The part of the California Code of Regulations governing Education
TMC: Transfer Model Curriculum (see SB 1440)
UC: The University of California
UCOP: University of California Office of the President
UC TCA: University of California Transferable Course Agreements
WASC: Western Association of Schools and Colleges
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Peralta Community College District
Curriculum Review Planning Report
This is a sample of the instructions given to faculty at Laney College to assist them in their periodic
curriculum review process.
Curriculum Review Planning Report - Laney College
Name of the Discipline:
Date of the Report:
List Faculty Involved in Developing this Report:
Please complete this evaluation before your presentation date with the curriculum committee. We ask
that you use the checklist on the reverse side to let us know where you are in your curriculum updating
and your departmental methods for analyzing and evaluating the contents of course and
degree/certificate offerings. Let us know what methods you use to maintain the integrity of academic
standards and achieve consistency within the instructional program?
COURSES
1) List courses in the catalog and the date of the most recent course outline updates:
Course Number
Course Name
Date of Most Recent Update
DEGREES & CERTIFICATE PROGRAM
2) List degree and certificate programs offered:
Name
Degree
Certificate
Course Verification Checklist Completed
□
Yes
□
No
112
Date of Most Recent Update
Peralta Community College District
CURRICULUM REVIEW (COURSE VERIFICATION CHECKLIST)
Completed
To be
accomplished
by
Please use CurricUNET to review all courses taught in your department
and any certificates/degrees offered
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Peralta Community College District
1
2
3
4
5
6
7
8
9
10
11
12
COURSE USE
Has the course been offered in the last two years? If not, consider
deactivating the course.
DESCRIPTION/CATALOG INFORMATION
Does the course description accurately describe the course?
COURSE ALIGNMENT
Does the course content align with course objectives? Do the course
objectives align with the overarching student learning outcomes?
STUDENT LEARNING OUTCOMES
Does the course/program have up-to-date student learning outcomes
and assessment methods
LECTURE/LAB CONTENT, METHODS
Are course content and teaching methods listed in the COR current,
appropriate and effective?
To what extent are writing skills and critical thinking reinforced?
TEXTBOOK CURRENCY
Is the textbook current? (Transfer institutions require textbooks with
a publication date that is within the 5 years)
COLLEGE LEVEL MATERIALS
For degree-applicable courses, are the reading materials college level?
REQUISITES
Have you completed the Content Review part of the outline? Have you
reviewed and revalidated the prerequisites, co-requisites,
recommended preparations? (Must be done at least every 6 years)
DISTANCE EDUCATION
Is there an online option for your courses? If so, is the distance
education addendum current and accurate?
STAND ALONE COURSES
Are any of your courses not degree applicable?
TRANSFER COURSES
Do transfer level courses meet CSU/UC standards?
(Contact Articulation Officer Laura Bollentino
(lbollentino@peralta.edu) if you have questions)
DEGREES AND CERTIFICATES
Are the courses appropriate?
Are the units required appropriate?
Are the descriptions of degrees/certificates current?
114